LIBRARY OF CONGRESS, 



Shelf.;l.BiD^3 



H 



UNITED STATES OF AMERICA. 



mo. it. 



TEMPERAMENT IN 

EDUCATION; 

ALSO, 

SUCCESS IN TEACHING. 



BY 



JEROME ALLEN, Ph.D., 

PROFESSOR OF PEDAGOGY, UNIVERSITY OF THE CITY OF NEW YORK; 
ASSOCIATE EDITOR OF THE " SCHOOL JOURNAL," N. Y. 



COPYRIGH? 

w 

New Yftftfr and •€tficAGO : 

E. L. KELLOGG & CO. 

189O 




Copyright, 1890, 

E. L. KELLOGG & CO., 

New York. 



LBJ053 



INTRODUCTION. 



The author lays no claim to be the originator 
of -the facts concerning temperament. Most of 
these have been known for more than two thousand 
years. All he has tried to do is to bring together 
and present such admitted principles as can be used 
by those who wish to study children and improve 
themselves. The attempt is here made not to 
talk about temperament or talk at it, but teach it, 
as far as the printed page can be made to teach. 

The simple reading of these pages will do very 
little good. Such use of them may serve to pass 
away an hour, but with little profit. The only 
way to make them of real educational value is to 
do exactly what is directed to be done. There is 
enough here outlined for six months' study, and 
at the end of that time whoever does the work will 
be on the way to know himself and those about 
him far better than ever before. It is a principle 
in psychology, that we cannot understand in others 
tuhat we do not experience first in ourselves. The 
object of this paper is to give its students more in- 
timate knowledge of themselves. 



INTRODUCTION. 



Free use in both thought and expression has 
been made of the following books: 

" Stewart on Temperament," London, 1885. 

"The Characters of Theophrastus," London, 
1831. 

Lavater's " Looking Glass," London, 1800; 
Lavater's " Essays on Physiognomy," New York, 
1871. 

George Bancroft's essay on "The Doctrine of 
Temperaments," New York, 1824. 

Jerome Allen. 

New York, Jan., 1889. 



CONTENTS. 



Introduction, . 
Temperament in Education, 

How we can Know the Mind, 

Native Characteristics of Children, 

The Proposition of Cicero, 

Remarks of Addison, 

What Dr. South says, . 
How to Study Ourselves, 

Individual Examination, 
A Sanguine Temperament, 

Questions, . 

Conclusions, . 
The Bilious Temperament, 

Questions, 
Lymphatic Temperament, 

Questions, 
Nervous Temperament, . 

Questions, 
The Sanguine Temperament, 

Physical Characteristics, 

Mental Characteristics, 
The Bilious Temperament, 

Physical Characteristics, 

Mental Characteristics, 
The Lymphatic Temperament, 

Physical Characteristics, 

Mental Characteristics, 
The Nervous Temperament, 

Physical Characteristics, 

Mental Characteristics, 
Sanguine and Bilious Temperament, 
Sanguine and Nervous Temperament, 
Sanguine, Bilious, and Nervous Temperament, 
Compound Color Characteristics, . 



PAGE 

3 

7 

7 

8 

8 

8 

9 

11 

11 

11 

12 

13 

13 

14 

14 

15 

15 

16 

17 

17 

17 

18 

18 

18 

19 

19 

19 

20 

20 

20 

21 

21 

21 



CONTENTS. 



PAGE 

A Balanced Temperament — I, . . . . .22 

A Balanced Temperament — II, 23 

A Balanced Temperament — III 23 

The Semi-balanced Sanguine Temperament, . . .24 

The Semi-balanced Bilious Temperament, . . . .24 
The Semi-balanced Lymphatic Temperament, . . .25 
The Semi-balanced Nervous Temperament, .... 25 

The Best Temperament, 26 

Self-study, 27 

Temperament, 27 

Physical Characteristics, ....... 27 

Mental Characteristics, ....... 27 

Personal Questions, 28 

How to Improve, . 35 

General. Suggestions, 40 

How to Study Children, 44 

Its Importance, 44 

In What Particular Children are Alike, . . . .45 

A Few Facts in Child- growth 47 

Instructive Senses, 47 

Sentiments, 47 

Native Intellectual Endowments, 48 

Early Acquired Intellectual Endowments, . . . 48 

Later Acquired Endowments, 48 

A Few Facts, ... 49 

How to Promote Healthy Child-growth, . . .51 
Concerning Temperamental Differences, . . .55 
General Notes, 57 

What will Insure a Teacher's Success, and Bring 
Good Pay and a Permanent Place, . .. . . .59 

Teachers' Associations, 72 

Teachers' Institutes, 73 

Summer Schools, 74 

Apparatus, 77 

Kindergarten Helps, . .79 

Collections Made and Used, 79 

Maps Made and Mounted, 80 



TEMPERAMENT IN EDUCATION. 



The study of temperament has occupied an im- 
portant place among scholars for more than two 
thousand years, although it has been but recently 
valued on account of its educational benefits. It 
is now admitted to be especially useful to the 
teacher. Temperament takes into consideration 
all bodily influences as far as they show mental 
characteristics. 

How we can Know the Mind. — We have no 
way of judging of the mind but by its manifesta- 
tions through the body, and we can only judge 
what another thinks by what he does and how 
he looks. Individuals are frequently met whose 
characters are stamped upon their faces, so that by 
their very appearance they show what they are. 
Within certain limits we can judge of the thoughts 
of all people by ontward signs. It is for the pur- 
pose of pointing out what these appearances and 
signs are that this treatise is written. 

Great injury results from the wrong education 
of children. Nothing is more important than to 
find out as early as possible in what sphere of life 



8 TEMPERAMENT IN EDUCATION. 



a child can attain the greatest success when he 
arrives at maturity. 

Native Characteristics of Children. — There are 
some boys who never could be qualified to become 
lawyers, but they would make excellent physicians. 
There are others who might attain great eminence 
as builders or engineers, and who would sink far 
below mediocrity as doctors or clergymen. The 
most eminent men have recognized the necessity 
of early deciding what a child can best do in after 
life. Cicero sent his son to Athens and placed 
him under the care of Chrysippus, who was one of 
the greatest philosophers of the age; but history 
informs us that the young man proved a block- 
head, and showed that he was incapable of improv- 
ing even under the instruction of so eminent a 
teacher. 

The Proposition of Cicero. — In view of this fact 
Cicero proposed "that there should be triers, or 
examiners, appointed by the state to inspect the 
genius of every bright boy and to allot him the 
part that is most suitable to his natural talent." 
It was the custom of Socrates to question his pupils 
for the purpose of ascertaining their thoughts and 
talents; and it is related that Clavius, a German 
mathematician, was considered a hopeless block- 
head until one of his teachers tried his talents in 
geometry, when it was discovered in what direc- 
tion his genius lay. He afterwards became one of 
the most eminent mathematicians of the age. 
Remarks of Addison. — In 1712 Addison said in 



WHAT DR. SOUTH SAYS. 



the Spectator "that nothing is more usual than 
to see forty or fifty boys of several ages and tem- 
pers and inclinations, ranged together in the same 
class, employed upon the same authors, and en- 
joined the same tasks. Whatever their natural 
genius may be, they are all to be made poets, his- 
torians, and orators alike. They are all obliged to 
have the same capacity, to bring the same couplet 
or verse, and to furnish out the same portion of 
prose. Every boy is bound to have as good a 
memory as the captain of the form. Instead of 
adapting studies to the particular genius of the 
youth, we expect from a young man that he should 
adapt his genius to the studies'." Could anything 
be more applicable to our condition to-day ? Ad- 
dison suggests that it would be well to examine 
pupils under the inspection of teachers, in refer- 
ence to their capacities and temperaments, and 
make such a distribution of them into proper 
classes and divisions as their genius qualifies them 
for, as professors, trades, engravers, or service by 
land or sea. Here Addison was as wise as Cicero. 
What Dr. South says. — It is remarked by Dr. 
South that " some ministers run their heads against 
a pulpit who might have done excellent service at 
a plough-tail ; and many lawyers, failures at the 
bar, might have made very elegant watermen, and 
have brilliantly shined at the occupation of scrub- 
bing the Temple stairs. On the other hand, he 
says that he knew a corn-cutter who would have 
made an excellent physician, and several tailors 



10 TEMPERAMENT IN EDUCATION. 

that would have made good barbers, and builders 
rolling under their burdens who might have man- 
aged a needle with great dexterity." 

The study of temperament then, is of great use 
to parents and teachers, and as such its outlines 
are here recorded. We have drawn from all 
sources, especially the ones mentioned in the " In- 
troduction" to this treatise, and while we make 
no special acknowledgments, yet ideas and words 
have been taken from every place where we could 
get them. The arrangement is our own, many of 
the observations are ours; but many of the thoughts 
and many also of the applications we lay no claim 
to have originated. 



HOW TO STUDY OURSELVES. II 



HOW TO STUDY OURSELVES. 

Individual Examination. — To enable us to know 
ourselves, each individual must make certain ex- 
aminations. It would be well for each, one reading 
this article to answer the following questions : 

Am I quick or slow to perceive the point of a 
joke ? 

What is the color of my hair ? 

Do I know of any one whose hair is the same 
color as my own ? 

Is this person also slow or quick to perceive a 
joke ? 

What is the texture of my hair — fine or coarse ? 

Notice now whether there is any relation be- 
tween the fineness or coarseness of the hair and 
quickness of perception. 

In fully determining this question and its im- 
plied relations, you must examine several persons, 
and make the following observations carefully and 
deliberately : 

A Sanguine Temperament. — First find a person 
whose complexion is florid, whose skin is fair, with 
blue eyes, light hair, animated countenance, bright- 
red lips, and active and easily excited circulation ; 
a person who blushes readily, whose muscular 



12 TEMPERAMENT IN EDUCATION. 

fibres are firm without rigidity and elastic without 
feebleness. If possible, find one who fills all of 
these conditions: it may not be easy at first to do 
this, but by a little searching such a one will be dis- 
covered among your acquaintances. This indi- 
vidual should have a well-developed figure, and a 
head and nose a little larger than usual, broad 
chin and cheeks, ruddy complexion, and inclined 
to grow fleshy as he grows older. The hair of 
such a person will be soft, and not much, if at all, 
curly, of a Dale color, and often passing through 
different shades to red. The skin will be smooth 
and often white, the eyes usually blue, and the 
habit of the body soft and plump. The strength 
of the whole body will be moderate, and exercise will 
readily bring perspiration. All of these peculiari- 
ties can be found after a little searching, and it 
will be necessary to study such an individual ; 
making observations in writing, if you desire to 
make thorough work, and ascertain the following 
points : 

Questions." — Is this person irritable, or cheerful, 
or morose ; unsteady in purpose, or steady and per- 
sistent ? Is he full of spirits, outspoken, frank and 
joyous, with f<r a kind of impetuosity of temper," 
or is he the opposite ? 

Would you judge that the one you have selected 
is a steady, calm, quiet person, not much elevated 
in emotion, and not often very much depressed ; 
never laughing immoderately, and never crying ; or 
the opposite ? 



HOW TO STUDY OURSELVES. 13 

Would such an individual as this make a good 
lawyer or a judge, or a good teacher; or, on the 
other hand, would he be more likely to make a good 
mechanic, a good bridge- builder, a good engineer, 
or a faithful day-laborer ? 

By examining carefully the characteristics of 
such an individual as this, you will come to the 
following general conclusions, viz. ; 

Conclusions. — The strength of the whole body is 
but moderate; the mind is sensible, although often 
irritable, yet cheerful, and unsteady. The spirits 
are full, but liable to sudden changes; frank and 
joyous, sometimes becoming quite angry. We 
shall have more to say about this temnerament 
farther on. 

The Bilious Temperament. — Having finished for 
a time your examination of the sanguine tempera- 
ment, turn your attention to another, and find 
some person who has black curling hair, dark 
eyes, a swarthy and at the same time ruddy com- 
plexion, and thick rough hair and skin, and a 
strong, full pulse. The eyes of such an individual 
should be black or dark brown, the complexion 
may be dark or darkish, and the face may be often 
pale olive, and perhaps square. The nose may be 
outspread, the neck short, and the whole build 
thick-set. The peculiarities of the face and nose 
and neck and build are usually nearly the same in 
all the temperaments, so that these peculiarities 
must not be relied upon in order to determine the 
temperament as much as the color of the hair and 



14 TEMPERAMENT IN EDUCATION. 

the eyes and complexion. Having found such a 
person as this, ascertain the following facts: 

Questions. — Is he impulsive or the opposite? Is 
he seriously inclined — thoughtful ? or, on the other 
hand, is he given to thoughts of levity without 
much reason or though tfulness? Does he jump at 
conclusions and then change them as soon as he 
arrives at them, or are his conclusions thoughtfully 
arrived at ? 

In business matters is he cool and wary, or is 
he chimerical, hasty, frequently making serious 
blunders, rushing on "where angels fear to tread"? 
Is he passionate or dispassionate? Jealous, re- 
vengeful, and unscrupulous, or the opposite? Is 
he eager, earnest, and persistent ? or careless and 
intermittent ? 

Does he endure, in his work from day to day and 
even from year to year? or does he frequently 
change and become discouraged in his pursuits? 
Does he prefer business or profitable occupations, 
or intellectual pursuits, or otherwise ? 

Is he happy or miserable ? In the pursuit or 
attainment of wealth, power, and family welfare 
is he decided or undecided in speech, always 
ready and well informed on the subject with which 
he is most conversant, or is he undecided and 
never ready, and always liable to make mistakes ? 

Lymphatic Temperament. — Now let the bilious 
temperament rest for a while, and find a person 
who has light, sandy, or white hair, light-gray eyes, 
having a pallid and perhaps an unhealthy white- 



HOW TO STUDY OURSELVES. 15 

ness of skin, which is almost bereft of hair, and 
small blood vessels ; having a weak, slow pulse, 
cold surfaces, general defect of vital functions. 
Such a person may have flaccid muscles, more or 
less pallor of countenance; he will probably be 
slow-moving and pale-faced, his hair may some- 
times be fair brown, but is always thin, and his 
eyes a brown-gray, or light hazel, thinly colored, 
the white often in too great proportion, and lus- 
treless. 

Questions. — Now ascertain the following points : 
Is his memory good or poor? What about his 
reasoning powers? Is his judgment sound and 
logical ? Has he a character for common-sense and 
straightforward, direct dealings with his fellow- 
men? Socially does he make the best of company, 
and yet is he a good friend ? Is he impulsive or 
slow and heavy; are his conclusions thoughtfully 
arrived at or the opposite ? Is he excitable, readi- 
ly provoked ? On the other hand, is he not excita- 
ble and not easily provoked; readily forgiving, 
bat never forgetting? Is he persistent, although 
not ardent ? How about his business habits ? Hoes 
he endure keeping at his work day by day, or is 
hard labor rather avoided ? Do personal comforts 
and indulgences make him happy, or is he careless 
about it ? Is he slow of speech and always well in- 
formed, or does he speak very quickly and very 
rapidly, and seldom certain about what he says? 

Nervous Temperament, — Now select another per- 
son having fine susceptibilities, great rapidity of 



1 6 TEMPERAMENT IN EDUCATION. 

action, ideas, and of speech; in the expression of 
his feelings and ideas having great vividness of 
imagination. Such a person will have small mus- 
cles, but great vivacity of sensation, sudden and 
changeable determinations and judgments. Find 
one whose face tapers from a high or broad fore- 
head down to a thin chin; small features, long 
neck and slight figure. The hair should be light 
brown, the eyes gray, and the complexion pale, 
and clear; the body must not be at all inclined to 
corpulency, but should rather be tall and extremely 
thin. 

Questions. — Now having found such a person 
determine the following conditions: Is this indi- 
vidual impulsive, animated, rapid, or the opposite ? 
Are conclusions drawn so hastily that they are 
often regretted, or does he draw his conclusions 
slowly and never regrets a step he has taken ? Is 
he soon excited and readily provoked, or the oppo- 
site ? If he becomes excited is he soon reconciled, 
or does he hold a grudge for years ? Is he im- 
aginative, sensitive, particularly fastidious, or the 
opposite? Is he resolute or irresolute? Is he 
persistent after a final decision, enduring in work, 
never giving up, and in danger of physical bank- 
ruptcy, or the opposite ? Are intellectual and 
muscular pursuits enjoyed more or less than eat- 
ing or drinking. 2. From what source does this in- 
dividual get his happiness, from what enriches the 
mind, or what enriches the pocket; from travel, 
art, or literature, or from the delights of a good 



HO W TO STUDY OURSELVES. 



17 



table? Is his speech rapid — often very rapid, or 
slow — frequently very slow ? Is he undecided or 
decided; and does precision often give place to 
fancy ? % 

THE SANGUINE TEMPERAMENT. 



Physical Characteristics. 



1. 



6. o 

O 



' Hair. Red, or red- 

ish. 
Eyes. Blue. 
Complexion. More 

or less florid. 
(Color of the face.) 



4. . fFace. Square, 

Nose. Outspread. 

Neck. Short. 

Build. Thick-set. 



5i @< 

6. £^ 

7. * 



Mental Characteristics. 



1. Impulsive. Buoyant 

and cheerful. Fa- 
vorable conclu- 
sions thoughtlessly 
drawn. 

2. Excitable. 
Readily provoked. 
Easily reconciled. 
Emotional. 

3. Ardent in everything. 
Not persistent. 

4. Not enduring in 

work. 

5. Muscular pursuits 

preferred to intel- 
lectual. 

6. Equally happy in the 

pursuit of little as 
of great ends. 
More happy in pur- 
suit than enjoy- 
ment. 

7. E i r m, outspoken 

speech. Not mi- 
nutely informed. 



* The same in the Sanguine, the Bilious, and the Lym 
phatic. 



1 8 TEMPERAMENT IN EDUCATION. 



THE BILIOUS TEMPERAMENT. 

(The ChSleric, from Cholbk-Bile.) 



Physical Characteristics. 



1. 

2. 

3. 



u 
o 

r— I 

o 
O 



U 

6. S 

7. * 



Hair. Black. 
Eyes. Black or 

dark brown. 
Complexion. Dark 

or darkish. 
(Color of the face.) 
"Pale olive." 

— Laycock. 

'Face. Square. 
Nose. Outspread. 
Neck. Short. 
Build. Thick-set. 



Mental Characteristics. 



1. 



2. 



3. 

4. 

5. 



6. 



7. 



Not impulsive. Seri- 
ous. Conclusions 
thoughtfully a r- 
rived at. 

"Passionate, jealous, 
revengeful, unscru- 
pulous." 

In business matters, 
cool and wary. 

Eager, earnest, per- 
sistent. 

Enduring in workX 

Business or gainful 
pursuits preferred 
to muscular or in- 
tellectual, but able 
to excel in all. 

Happy in the pursuit 
and attainment of 
wealth, power, and 
family welfare. 

Decided speech. AW 
ways ready, and in- 
formed. 



* The same in the Sanguine, the Bilious, and the Lym- 
phatic. 



HOW TO STUDY OURSELVES. 



19 



THE LYMPHATIC TEMPERAMENT. 

(Phlegmatic.) 



Physical Characteristics. 



1. 

2. 



- 
o 

r-H 

o 
O 



3. 



' Hair. Fair brown 
(flaxen). 

Eyes. Brown gray 
(green or light 
hazel). Thinly 
colored. The 
white often in 
too great pro- 
portion. Lus- 
treless. "Dim- 
eyed." 

Complexion. Col- 
orless; dense. 

(Color of the face. ) 
Opaque. 



4. 
5. 
6. 

7. 



a 

' H i 



{Face. 
Nose. 



Square. 
Outspread. 



Neck. Short. 
Build. Thick-set. 



Mental Characteristics. 



1. Not impulsive. Slow. 

Heavy. Conclu- 
sions thoughtfully 
arrived at. 

2. Not excitable. 

JSTot readily provoked. 
Forgives, but never 
forgets. 

3. Persistent,not ardent. 

4. Enduring in work. A 

plodder in business. 

5. Muscular pursuits a- 

voided. 

6. Happy from personal 

comforts and in- 
dulgence. 

7. Slow manner o f 

speech. Always in- 
formed. 



* The same in the Sanguine, the Bilious, and the Lym- 
phatic. 



20 



TEMPERAMENT IN EDUCATION. 



THE NERVOUS TEMPERAMENT. 



Physical Characteristics. 



1. 

2. u 

3. %\ 

o 



4. 



6. gS 

7. ^ 



iZirM> Light brown. 
Byes. Gray. 
Complexion. Pale. 

Clear. 
(Color of the face.) 

i^ce. Tapers to a 
narrow chin 
from a high or 
broad forehead.* 

Nose. Narrow. 

N>ck. Long. 

Build. Slight. 
Slim. Never 
corpulent. Of- 
ten tall and ex- 
tremely thin. 



Mental Characteristics. 



Impulsive. Animat- 
ed. Rapid. Con- 
clusion, so hastily 
drawn that they 
are often regretted. 

Excitable. Readily 
provoked. 

Reconciled immedi- 
ately. 

Imaginative. Sensi- 
tive. 

Particular. Fastidi- 
ous. 

Irresolute. Persist- 
ent after final de- 
cision. 

Enduring in work ; 
will never give in. 
In danger of physi- 
cal bankruptcy. 

Intellectual and mus- 
cular pursuits. 

Happiness from what- 
ever pleases the 
senses and enriches 
the mind — Travel, 
Art, Literature. 

Speech rapid, often 
very rapid. Fre- 
quently undecided. 
Precision gives 
place to fancy. 



* The forehead being large compared with the rest of 
the face, the Nervous is sometimes called the Cerebral 
Temperament. 



HOW TO STUDY OURSELVES. 



21 



SANGUINE AND BILIOUS TEMPERAMENT. 


Hair, . . . 


. Eed or reddish. 


Complexion, . 


. More or less florid. 


Face, . . . • 


. Square. 


Nose, . . . 


. Outspread. 


Neck, . . . 


. Short. 


Build, . . . 


. Heavy (thick-set). 


(Six Sanguine 


characteristics: see scheme,) 


Eyes, . . . 


. Black or dark brown. 


(One Bilious characteristic: see scheme!) 



SANGUINE AND NERVOUS TEMPERAMENT 

Hair, .... Red or reddish. 
Eyes, .... Blue. 
Complexion, . . More or less florid. 
Nose, .... Outspread. 

(Four Sanguine characteristics: see scheme.) 
Face, .... Tapering from a high or broad 

forehead to a narrow chin. 
Neck, .... Long. 
Build, .... Slim. 

(Three Nervous characteristics, see previous 
table. ) 

SANGUINE, BILIOUS, AND NERVOUS TEMPERA- 





MENT. 


Hair, . . . 


Red or reddish. 


Complexion, . . 


More or less florid. 


Face, . . . 


Square. 


Neck, . . . . 


Short. 


Build, . 


. Heavy (thick-set). 



22 TEMPERAMENT IN EDUCATION. 



(Five Sanguine characteristics: see scheme.) 
Eyes, .... Black. 

(One Bilious characteristic.) 
Nose, .... Narrow. 

(One Nervous characteristic.) 

COMPOUND COLOR CHARACTERISTICS. 
(The Hair.) 

1. Dark red, . . Sanguine and Bilious charac- 

(red and black.) teristics. 

2. Fair red, . . Sanguine and Lymphatic char- 

ged and sandy. ) acteristics. 

3. Brown, . . . Sanguine and Nervous charac- 

(red and gray.) teristics. 

4. Dark brown, . Bilious and Lymphatic char- 

(black and sandy.) teristics. 
(The Eyes.) 

1. Dark blue, . . Sanguine and Bilious charac- 

(blue and black. ) teristics. 

2. Brown, . . . Bilious and Lymphatic char- 

(black and brown gray.) [acteristics. 

3. Dark gray, . . Bilious and Nervous charac- 

(black and gray.) teristics. 

A BALANCED TEMPERAMENT.— I. 

Face. Oval. The blended square 

and tapering faces 
of the four tempera- 
ments. 

Build. Medium. The blended stout and 

slim builds of the 
four temperaments, 



HOW TO STUDY OURSELVES. 



23 



Nose. 


Outspread. 


Sanguine, Bilious, and 
Lymphatic. 


Neck. 


Long. 


Nervous. 


Hair. 


Black. 


Bilious. 


Eyes. 


Blue. 


Sanguine, 


Complexion. Colorless. 


Lymphatic. 


A 


BALANCED TEMPERAMENT.— 11. 


Face. 


Oval. 


The blended square 
and tapering faces 
of the four tempera- 
ments. 


Build. 


Medium. 


The blended stout and 
slim builds of the 
four temperaments. 


Nose. 


Outspread. 


Sanguine, Bilious, and 
Lymphatic. 


Neck. 


Long. 


Nervous. 


Hair. 


Fair brown, 
(flaxen) 


Lymphatic. 


Eyes. 


Blue. 


Sanguine. 


Complexion. Dark. 


Bilious. 


A 


BALANCED TEMPERAMENT.— III. 


Face. 


Oval. 


The blended square 
and tapering faces 
of the four temper- 
aments. 


Build. 


Medium. 


The blended stout and 
slim builds of the 
four temperaments. 


Nose. 


Narrow. 


Nervous. 



24 



TEMPERAMENT IN EDUCATION. 



Neck. 


Long. 


Nervous. 


Hair, 


Dark red. 


Sanguine and Bilious. 


Eyes. 


Dark blue. 


Sanguine and Bilious. 


Complexion. 


Colorless. 


Lymphatic. 


THE SEMI-BALANCED 


SANGUINE TEMPERA- 




MENT. 


Face. 


Oval. 


The blended square 
and tapering faces 
of the four tempera- 
ments. 


Build. 


Medium. 


The blended stout and 
slim builds of the 
four temperaments. 


Hair. 


Keddish. 


Sanguine. 


Eyes. 


Blue. 


Sanguine. 


Complexion. 


Florid. 


Sanguine. 


Nose. 


Narrow 


Nervous. 


Neck. 


Long. 


Nervous. 


THE SEMI-BALANCED BILIOUS TEMPERAMENT. 


Face. 


Oval. 


The blended square 
and tapering faces 
of the four tempera- 
ments. 


Build. 


Medium. 


The blended stout and 
slim builds of the 
four temperaments. 


Hair. 


Black. 


Bilious. 


Eyes. 


Black. 


Bilious. 


Complexion. 


Dark. 


Bilious. 


Nose. 


Narrow. 


Nervous. 


Neck. 


Long. 


Nervous. 



HOW TO STUDY OURSELVES. 



25 



THE SEMI-BALANCED LYMPHATIC 

MENT. 



TEMPERA- 



Face. 



Build, 



Hair. 

Eyes. 
Complexion. 

Nose. 
Neck. 



Oval. 



Medium. 



Sandy. 
Light hazel. 
Colorless. 
Narrow. 
Long. 



The blended square 
and tapering faces 
of the four tempera- 
ments. 

The blended stout and 
slim builds of the 
four temperaments. 

Lymphatic. 

Lymphatic. 

Lymphatic. 

Nervous. 

Nervous. 



THE SEMI-BALANCED NERVOUS TEMPERA- 
MENT. 

Face. Oval. The blended square 

and tapering faces 
of the four tempera- 
ments. 
Build. Medium. The blended stout and 

slim builds of the 
four temperaments. 
Nervous. 
Nervous. 



Hair. 

Eyes. 



Light brown. 

Gray. 

Complexion. Pale and clear. Nervous. 
Nose. Narrow. Nervous. 

Neck. Long. Nervous. 



26 TEMPERAMENT IN EDUCATION. 



THE BEST TEMPERAMENT. 

It may be asked, Which is the best tempera- 
ment? The reply is not doubtful. The com- 
pound in equal proportions of the four pure tem- 
peraments — the balanced temperament — is cer- 
tainly the best for its possessor, for in it the four 
temper each another, and the troublesome special 
tendencies or impulses that characterize every 
pure temperament are toned down to comfortable 
smoothness of action. 

The impulsiveness of the Sanguine is tempered 
by the inaction of the Lymphatic; the eye-to- 
business, position, and power of the Bilious, by the 
imagination of the Nervous; the love of ease and 
contentment with personal comforts of the Lym- 
phatic, by the ambition of the bilious; the per- 
plexity and indecision of the Nervous from see- 
ing too many ways open, by the impulsiveness of 
the Sanguine. 

That surely is the best temperament whose ac- 
tion avoids extremes; has sufficient of the natural 
force of all the pure temperaments to acquire any 
kind of knowledge; is well fitted for any profes- 
sion or business; retains through life the natural 
figure, and has equal health, free from the ten- 
dency or predisposition that every pure tempera- 
ment has to disease or derangement of its special 
organ. 

Such is the Balanced Temperament. 



SELF-STUD Y. 



2^ 



SELF-STUDY. 

Having pursued the study of temperament up 
to this point, by observing others, it will now be 
necessary for the student to turn his attention to 
himself. Prepare an outline like this : 



(Name here.) 



TEMPEKAMENT. 



Physical Characteristics. 



1. Hair. 

2. Eyes. 

3. Complexion. 

4. Face. 

5. Nose. 

6. Neck. 

7. Build. 



Mental Characteristics. 



1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

etc. 



As the space under Mental Characteristics will 
not be sufficient to write all the answers necessary, 
fill up the paper with the answers to the following 
questions, and if you are not perfectly satisfied 
concerning yourself in reference to any one point, 
consult some intimate friend. This thorough self- 
study will give you more knowledge of your men- 



28 TEMPERAMENT IN EDUCATION. 

tal, spiritual, and physical make-up than anything 
else possibly could. It should be for your own 
eyes — none others. The answers may be destroyed 
after they have been written and read; but the 
benefit derived from such a study as this will de- 
pend on the degree of honest and faithful effort 
made to answer them. They may seem too minute, 
but after considerable experience in studying and 
teaching temperament the author is of the opin- 
ion their number should be extended rather than 
diminished. 

Personal Questions. — 1. Are you impulsive ? 
This means not only are you quick in bodily move- 
ments, but do you make up your mind without 
much meditation and apparently without much 
reason ; and do you act when under a sudden im- 
pulse without thinking, sometimes doing things 
on the " spur of the moment"? 

2. Are you more ready to draw favorable conclu- 
sions than unfavorable ones, or are you looking out 
for faults in others more than for good qualities ? 

3. Do you notice readily any peculiarity about 
another person, such as walk, look, speech, or 
dress ; and are you accustomed to talk about these 
peculiarities to others, or do they pass from your 
mind without much attention ? 

4. Are you buoyant and cheerful, looking out 
for the laughable side of things, always making 
other people happy, sometimes inclined to be friv- 
olous and light, or is your character the opposite ? 

5. Are you easily provoked, do small things 



SELF-STUD V. 29 



rouse your anger, and then after you have ex- 
pended your wrath are you easily reconciled ? In 
other words, are you excitable ? 

6. Are you emotional, a little inclined to be sen- 
timental, that is, do you like to read poetry con- 
taining sentimental protestations of love and af- 
fection ; or are you rather inclined to the opposite 
feeling ? In selecting your reading do you take 
those works that are sober, sedate, descriptive, 
and thoughtful ; or do you rather like to read those 
that are of an opposite nature, such as famous 
murder cases and sensational love-stories ? 

7. Are you ardent in everything, or only in some 
things; that is, do you pursue with great earnest- 
ness certain subjects and certain pursuits, and feel 
a great indifference to certain other subjects and 
other pursuits ? If this is your character, state on 
paper what those pursuits are that you love most. 
There are certain poems you love far beyond all 
others : write the names of three or four. There 
are certain other poems and books that you do not 
like — that you really (i cannot bear to read:" what 
are these ? 

8. Are you enduring in work ? This means 
whether an enterprise that you undertook last year 
is not completed to-day and has almost passed from 
your mind, or do you feel that when any work is un- 
dertaken you must keep at it until it is properly 
finished ? Have you a dozen things lying around 
half done which you "intend to do as soon as you 
find time," or is your work pretty well finished as 



30 TEMPERAMENT IN EDUCATION. 

far as you have gone in life ? Do you frequently 
commence a book and after reading a few pages 
throw it down with the exclamation, " I don't 
like that book and don't intend to read it"? It 
is very important for you to decide your peculiari- 
ties in this particular. 

9. Are muscular pursuits preferred to intellec- 
tual? Do you like to make a box, or build a house, 
or cultivate land, more than to write letters and 
study science and art ? Are your muscles firm, 
well developed, strong? Are you able to lift heavy 
weights without much difficulty, or are your mus- 
cles flaccid and weak, and do you feel disinclined 
to muscular exercise ? Do you like to lie abed in 
the morning late, feeling a reluctance to rise and 
commence the duties of the day, or do you open 
your eyes in the morning with the feeling "I am 
glad it is daylight so that I can commence my 
work, which I want so much to complete to-day"? 

10. Do you like bathing, especially bathing in 
cold water ; or do you prefer a warm bath, in the 
warm part of the day, in a warm room ? 

11. Are you equally happy in the pursuit of 
small as well as of great things — in other words, 
do you take as much delight in making a tidy 
or in fashioning a toy or in making a box as in 
organizing a benevolence or conducting a Sab- 
bath-school, or arranging the classes in a public 
school, or in starting a reading club which will 
lead many boys and girls to get a love for good 
literature ? Do small home affairs make you 



SELF-STUDY. 3 1 



more happy than large church and society affairs ? 
Do you enjoy home more than society, or do you 
rather like to be in a large company, talking and 
having a good time, more than being at home by 
yourself working at some useful occupation ? 

12. "When you have accomplished a work do you 
find more happiness in its results than you had in 
its pursuit ; in other words, does an accomplished 
end make you happier than the work of accom- 
plishing that end ? This is a very important 
question, and one that must be decided after care- 
ful thought. Do not be in haste, but consult your- 
self, and perhaps talk with some confidential friend. 

13. Do you express your words firmly, decidedly, 
and outspokenly, saying sometimes with a loud 
voice what you think is right and what you think 
is wrong ; and in taking this course do you feel at 
times disregardful of the opinions of others, par- 
ticularly desirous that your own opinions should 
be known and respected, without much regard as 
to whether the opinions of other people are known 
or respected or not ? 

14. Are you minutely and carefully informed, 
or do you draw your conclusions without sufficient 
evidence, oftentimes taking supposition in place 
of argument ? Do you conclude that a certain 
thing must be so, as though it was so, when af- 
terward you find out that your conclusions were 
wrong and your actions were many times out of 
place ? This is a very important point to be de- 
cided in reference to your mental make-up. 



32 TEMPERAMENT IN EDUCATION. 

15. Are you of a jealous disposition, passionate ? 
This may be determined by asking whether you 
feel very deeply when a person occupies a place 
that you imagine you ought to occupy, or when 
some one is placed before you who, you think, 
does not deserve advancement as much as your- 
self. It is difficult sometimes to answer these deli- 
cate questions, but if you desire to improve you 
must be willing to know the truth concerning 
yourself, even though that truth sometimes hurts 
your pride. 

16. How are you in reference to business mat- 
ters ? Are you cool, waTy, persistent, or are you 
hasty, careless ? Do you keep an account of the 
money you receive and the money you spend, and 
once in a while balance accounts and see where 
you could curtail your outgoes and increase your 
incomes ? 

17. Are you in general eager, earnest, and per- 
sistent ? This does not mean are you ardent, so 
much as are you in dead earnest when you under- 
take a thing ? There are some people who are 
very ardent, but they are not earnest; there needs 
to be a careful discrimination, here and in examin- 
ing yourself you should ascertain the truth in this 
particular. 

18. Do you like gainful pursuits — those that 
bring in the money ; and are you looking out for 
means to make money ; and do you value pecuniary 
rewards more than praise, or the rewards of an ap- 
proving conscience ? And also, do you like gainful 



SELF-STUDY. 33 



pursuits that do not require muscular but rather 
intellectual excellence ? In other words, would you 
prefer to write for papers or write books, rather 
than to engage in carpentry or farming or sewing 
or keeping house ? 

19. Are you ready to forgive, but do you say I 
can never forget ? 

20. Do personal comforts and good living, pleas- 
ant rooms and agreeable surroundings, satisfy you, 
make you happy ? Of course every one more or 
less values these comforts, but do you think that 
this feature of your character is excessive ? 

21. Are you usually informed in reference to 
every-day matters ? Are you ready to answer 
questions that every one ought to know — as the 
distance to certain places, or the price of certain 
articles, or the standing of certain authors, or the 
method of working certain examples in arithmetic ; 
or do you frequently find yourself unable to answer 
these questions at once, obliged to wait awhile, 
and collect your thoughts — perhaps investigate ? 

22. Do you take more pleasure from what pleases 
the senses — as the eye, the ear, taste, or hand — 
than you do from that which engages the mind ? 
In other words, would you rather see a good play or 
spectacular performance where there is good music 
and good speaking, than to read a good author 
alone or with a friend ? 

Now, and last, select and copy from the follow- 
ing words those that more nearly apply to you. 
Add others from the questions just asked. This 



34 TEMPERAMENT IN EDUCATION. 

will help you in deciding more accurately your 
mental characteristics. 

Impulsive. Animated. Excitable. Rapid in 
walk and in speech. Particular. Sensitive. Fas- 
tidious. Irresolute. Enduring. Happiness from 
travelling, from art, from literature, from intellect- 
ual pursuits, from muscular pursuits. A plodder 
in business. Slow of speech. Passionate. Etc., etc. 



HOW TO IMPROVE. 35 



HOW TO IMPROVE. 

Space will only permit us to give a very few 
suggestions under this head, although much more 
could be said with profit than room can be found 
to say. 

1. If you are impulsive, and accustomed to make 
up your mind without much meditation, you 
should be careful about your bodily conditions : 
keep the system in perfect order, sleep more and, 
get more control over the will as far as possible ; 
think, " I must speak more slowly, I must walk 
more slowly." Associate with persons of slow 
speech, and notice their excellences. Vigilance 
will be the price of success. 

2. If you are liable to draw unfavorable conclu- 
sions more readily than favorable ones, you must 
accustom yourself to look on the good side of peo- 
ple rather than on the bad side. You will find no 
one who has not in him something good; if you 
are tempted to say something unfavorable about 
any one, stop and think, and instead of saying it, 
say something good. Keep at this, and you will 
change in the course of a year your habit of 
thinking in this particular. 

3. If you have an unpleasant habit of noticing 
little things about persons that are unnecessary to 
notice, you can correct this by avoiding to talk on 



$6 TEMPERAMENT IN EDUCATION. 

this subject at all. If you do not say a word, you 
will find your thoughts very soon changing to an- 
other channel ; but it is well also to be particular 
in reference to what you think about. This habit 
will be of great use to you in your work in life. 

4. If you are frivolous and light, you can easily 
check this by avoiding the companionship of those 
who waste their time in unprofitable conversation; 
a great deal of our character depends upon those 
with whom we associate. Frivolous people who 
associate with frivolous people intensify their char- 
acters. Eead sober books that interest you : by no 
means force yourself to read those books that are 
uninteresting. The character of your reading 
will help you in this particular very much. 

5. If you are easily provoked and small things 
rouse you to anger, you can correct this by a pro- 
cess of reasoning. After you have had a fit of 
anger over something that is really of no conse- 
quence, sit down and think "what a fool I made 
of myself! I had no reason to get angry, or at least 
very little occasion for it, and it would have been 
far better if I had kept still. The thing I was 
angry about would have righted itself in a very 
short time if left alone." In other words, bring 
yourself before the bar of your own judgment and 
condemn your conduct in the strongest terms, 
and do so every time you fall into fits of unrea- 
sonable anger. If you keep up this faithfully for 
a year, you will change your whole manner of 
thinking and acting in this particular. 



HOW TO IMPROVE. 37 

6. If you are sentimental, you must not read 
sentimental poetry or stories, or associate with sen- 
timental persons. Stop it at once, for there is noth- 
ing worse for a person than to be carried away by 
mere sentiment. But, on the other hand, if you 
are too cold and distant, wanting in love and emo- 
tion, it is your duty to read something sentimental, 
even though it be at first distasteful to you. Read 
it over and over again, until you come to absorb 
what is good in the sentiment and value it for its 
own sake. A cold and distant person will never 
make friends, neither will a very sentimental per- 
son. The golden mean is the true way. 

7. If you pursue some things with great earnest- 
ness, and neglect other things, you can correct the 
habit by an effort of the reason and will: make up 
your mind that the thing that you neglected to- 
day must be done, — that is, if it is of importance to 
be done, — and go about it; drop everything possible 
until it is done, and then never commence any- 
thing unless you are determined to finish it. If 
you are not enduring in work you will not succeed. 
You must determine by a strong effort of the will 
to do what your judgment tells you you ought to 
do, and do it in spite of a strong inclination you 
may have to omit the doing of it. 

8. If you do not like bathing, but rather are in- 
clined to effeminacy, you can overcome this by 
gymnastic exercises, out-of-door sports, and a fol- 
lowing of the laws of hygiene and health. Reason 
about your health, and say, " It is for my ad van- 



38 TEMPERAMENT Itf EDUCATION. 

tage that I should become more muscular or more 
able to stand cold;" and then follow persistently 
the laws of health and the advice, if necessary, of a 
physician — but usually the ordinary laws of health 
are known so well that it is not necessary to pay for 
medical advice unless you are sick. The reason so 
many people fail in health is because a great many 
are not willing to live up to the light they have. 
They follow ease and inclination rather than duty 
and principle. 

9. If you are timid, and feel that your opinions 
are of no account, and always inclined to shrink 
from public gaze, and never express your thoughts 
even though you are conscious you have better 
ones than you hear others express, you can over- 
come this by appealing to your sense of duty. It 
is your duty to say at the proper time, decidedly, 
what you know to be the right. You need not be 
obtrusive — you should not be ; but there are plenty 
of opportunities for you to express your thoughts, 
and express them decidedly, and in a firm tone of 
voice. This will help you. Your thinking and 
indecision of speech come from a want of clearness 
of apprehension. If you make up your mind that 
a certain thing is right, and say so, you will be 
led more clearly to see what is right than you 
could be as long as you are accustomed to be half 
decided and unwilling to express your opinions. 
None will think any less of you for a positive ex- 
pression of what you believe to be the truth. In 
fact, no one thing will add more to your success in 



HOW TO IMPROVE. 39 

life than the speaking of the truth decidedly and 
earnestly on all proper occasions, and yet in love. 

10. If you are not minutely informed, you can 
easily become so by mental decision. Commence 
with one or two things, and inform yourself about 
them until you know wliat you know. Never 
under any circumstances express an opinion until 
you are positive you know that what you say is ex- 
actly the truth. This will cure you of the defect 
of frequently saying that a thing is so when after- 
ward you find out to your chagrin that it is not at 
all what you said it was. Do not be afraid to say 

" I DO NOT KNOW." 



40 TEMPERAMENT IN EDUCATION, 



GENERAL SUGGESTIONS. 

Self -improvement is accomplished by — 
1. Knowing in what respects we ought to im- 
prove. As this treatise considers somewhat bodily 
functions as well as mental conditions, we shall 
confine ourselves here to physical conditions. 
Find out in what respects your bodily actions 
hinder the normal workings of the mind and 
heart. It may be that you should consult a phy- 
sician, for our mental states are much dependent 
on our bodily organizations and conditions. Hav- 
ing ascertained, both by your own introspection 
and knowledge, and the aid you can get from 
others, in what respects you ought to improve, 
then set yourself about the work of improvement 
with a will. Commence with one thing at a time. 
Many fail because they attempt too much at once. 
If you are very hasty in speech, commence with 
this, and use the means to correct the defect; or if 
you are accustomed to draw hasty conclusions, go 
at this; or if your memory fails you, then take the 
means to correct this. Don't try too many things 
at a time, or you will fail in all. A thorough 
course of mental, spiritual, and bodily training, in 
order to accomplish the greatest good, must take 
time. 



GENERAL SUGGESTIONS. 41 

2. Be careful in reference to your associates. 
If you are slow and logy, and cannot command 
your thoughts readily, and draw your conclusions 
with great difficulty, then associate with persons of 
opposite characteristics, and not with those of like 
qualities as yourself. Much injury is done to ner- 
vous people by associating with nervous people, 
and to phlegmatic temperaments by associating 
with other phlegmatic temperaments. The golden 
mean is what we should seek in self-improve- 
ment. The ideal human being has never yet ap- 
peared, except as we find it in the person of Christ, 
whose character as a man is so high that it is dif- 
ficult for us to attain anywhere near it. The lives 
of great men show us that even the wisest have 
had many idiosyncrasies. At best we can only 
attain an imperfect perfection. 

3. Carefully choose your reading : much de- 
pends upon this. We become very much like our 
ideals, and our ideals are mainly formed through 
the books we read. As a rule, we should only read 
what we like to read. It may seem impossible to 
like what we dislike. A little thought will show 
that what we dislike is not what we imagined 
it is. 

We often dislike a certain kind of reading because 
we are ignorant of what it is. We frequently im- 
agine we dislike certain persons, simply because 
we do not know what these persons are like. An 
inveterate novel-reader will devour one class of 
novels, and never think that his taste could be 



42 TEMPERAMENT IN EDUCATION. 

changed. The same may be said of those who are 
in love with mathematical, historical, or philo- 
sophical pursuits. There is a great deal in the 
temper of reading. By this we mean that there 
should be an equalization in what we read. We 
should like what is useful to us, and always re- 
member that what is useful will be interesting if 
we properly go at it. 

4. Self-improvement depends upon the will : 
persons of weak will can never be different from 
what they are. They will go along year after 
year, intensifying peculiarities. With a knowledge 
of defects there must be a strong will to remedy 
these defects, if improvement is expected. A 
vigorous will is an evidence of intelligence, but it 
should be remembered that will poiver is not tvil- 
fulness. The exercising of will power is an exer- 
cise of the whole mind, but the exercise of wilful- 
ness is action with little or no mind in it. An 
animal very low down in the scale of intelligence 
may show great wilfulness, and so may an idiot ; 
and wherever we find wilfulness either in mature 
or immature persons, it is an evidence of very im- 
perfect mental action. An intelligent will prop- 
erly intensified will be a force that will remedy a 
thousand defects. This is a most important sug- 
gestion. 

5. Incidentally it should be remarked that clean- 
liness, correct dressing, and proper appearance are 
essential to the highest mental and spiritual suc- 
cess. It is one of the elements of self-knowledge 



GENERAL SUGGESTIONS. 43 

to know how to dress properly. Thousands of 
teachers have failed to make the best impression 
upon their pupils and the best improvement, be- 
cause they have not known how to present them- 
selves properly before their pupils. A very homely 
person well dressed will appear to be quite good- 
looking, whereas a good-looking and even quite 
handsome person may carry the impression of 
being homely on account of some incongruity of 
dress, appearance, or speech. 



44 TEMPERAMENT IN EDUCATION. 



HOW TO STUDY CHILDREN. 

Its Importance. — In directing the growth of 
children we learn much from plant-life. There 
must be good soil, careful nurture at first, good 
seed, proper amount of sunshine, rain, and shade. 
Not all should be treated alike. How unnatural 
it would be to treat young tomatoes, onions, peas, 
beans, corn, and trees in the same manner. It is 
true there is not as much difference between chil- 
dren as between the various forms of plant-life; 
but there are great differences — so great, we can 
see, that no two children can safely have the same 
treatment. Here is a girl with black eyes, dark 
hair, stout and robust, full of laughter, fun, and 
frolic; by her side is another of the same age, but 
with very light complexion, white or red hair, 
slim, demure, and often sad. It cannot for a 
moment be supposed that these two children will 
thrive under the same treatment : what will be 
food to one will be poison to the other. 

There are four classes of boys and girls, as there 
are four classes of mature men and women : The 
Neevous, the Sanguine, the Lymphatic, and 
the Bilious. 

It is first of all necessary to determine what the 
temperament of the child is, and then to give the 



HOW TO STUDY CHILDREN. 45 

child such treatment as will promote its healthy 
growth. 

In What Particular Children are Alike. 

All healthy children are hungry. 

They are generally trustful. If found distrust- 
ful, it may be certain there is something wrong in 
their development. 

As a rule, they are kind to animals and fond of 
them. Native, inborn cruelty is rare. 

Children like other children better than older 
people. 

They are very imaginative. 

Get a great amount of pleasure from little things. 

Naturally not afraid, at first, except of falling. 
It is strange that all infants before they have had 
any experience of life seem to possess the instinc- 
tive fear of falling. There have been various theo- 
ries accounting for the cause of this, but none, as 
far as we know, have satisfactorily explained the 
fact. 

Love all kinds of muscular motions. 

Have little patience. 

Eestless under restraint. 

Affectionate, often loving very uncouth and un- 
attractive things. 

In all children, taste is the first sense that is 
fully developed, and sight is the last. Greediness 
is in consequence of the early development of the 
sense of taste. 

The auditory sensations are, next to taste, the 
earliest developed. 



46 TEMPERAMENT IN EDUCATION. 

Much time is needed for children to learn to 
see things correctly. 

Delight in rhythmical, not necessarily musical, 
sounds. 

All children delight in a sense of ownership. 



■A FEW FACTS IN CHILD-GROWTH. 



47 



A FEW FACTS IN CHILD-GROWTH. 

CUTANEOUS SENSIBILITY CAUSING A SENSE OF PAIN. 



Instinctive 
Senses : 



( Desire for sleep. 
I. •] Desire for food. 

( Inborn fear of falling. 
r Seeing. 

Hearing. 

Tasting. 
^ Smelling. 



II. < 



Whether there is seeing, hearing, tasting, and 
smelling at first is a question; but it is at least 
certain that these senses are quite dull and slow 
in action in the very young child. 

'Anger. 

Jealousy. 

Sympathy, first manifested towards 
animals — a doll, often, more than 
for a fallen horse. It is not a 
moral emotion when first ex- 
hibited. 

Love. 

Wilfulness. 



Sentiments: < 



Anger often shows itself when the child is quite 
young. 

Jealousy does not usually manifest itself until 
the child is about a year old. 

Pure affection is of slow growth. When first 



4 8 



TEMPERAMENT IN EDUCATION. 



exhibited it has little disinterestedness in it ; but 
when it commences to grow it matures quite rapid- 
ly. Affection is much stronger in children towards 
human beings than towards inferior animals, as 
cats and dogs. 



Native 
Intellectual 
Endow- 
ments : 



" Curiosity, inquisitiveness. 

Desire, selfishness. 

Talkativeness. 

Capacity for self -entertainment. 

Recognition of its dual self. 
k Led by motives more or less strong. 



Early 
Acquired 
Intellectual i 
Endow- 
ments: 



r Perception. ) Memory, (of the ac- 

Comparison. j tual). 

Rudimentary reasoning, both syn- 
thetic and analytic. 

Reflective powers, both synthetic 
and analytic, leading to generali- 
zation, (rudimentary). 

Little ideality, and so, little imagina- 
tion for the first three or four 
years. 



Later 
Acquired 
Endow- 
ments : 



' Power of discriminating between the 
different feelings and emotions. 

Power of knowing things, and what 
they suggest. 

Power of knowing the true from the 
< false, the real from the unreal and 
deceptive, (moral perception). 

The power of determining intelli- 
gently as to what is best or not 
best, (moral and intellectual will- 
power.) 



A FEW FACTS IN CHILD-GROWTH. 49 

A few facts. — 1. Perception can only be strength- 
ened by constant exercise. In some persons it re- 
mains in an immature condition all the life. 

2. The memory is strong as soon as perception, 
association, and comparison are developed. Let a 
child see a thing or a fact distinctly, associate it 
with something else it has seen distinctly, or in 
other words, something which it knows; and then 
let him compare the two, and he will remember. 
Let our readers try this experiment and determine 
the truth of this statement. Poor memories in 
children, as well as mature people, are results. 
Kemove the causes. 

3. The order of mental growth is (a) the power 
of feeling, (b) the power of knowing, and (c) the 
power of determining. It must be always re- 
membered that spasmodic cases of wilfulness in 
children give no indication as to the power of de- 
termining. This comes much later in life. 

4. Effective reasoning powers are not developed 
until the reflective powers are somewhat mature. 
What does this mean? Just this, viz., that before 
a child can undertake to solve the problems in 
arithmetic that require much effort, he must be 
able to perceive things correctly and clearly, be 
able to recall his perceptions with ease and correct- 
ness, and recombine them in neiu relations. This 
last point is essential to successful mathematical 
study. The ideal must be cultivated if the mathe- 
matics are mastered. 

5. Synthetic reflection promotes generalization, 






50 TEMPERAMENT IN EDUCATION. 

Analytic reflection promotes reasoning. Compari- 
son, united with ideality and a strict regard for the 
truth, promotes correct judgment. The power of 
correct generalization, reasoning, and judgment 
call into exercise the highest powers of the human 
mind. These powers are possessed, in any de- 
gree of perfection, only by the wisest of the 
human race. Teachers ought not to feel discour- 
aged if young men and women under their care are 
slow in maturing these faculties. In many cases 
they do not reach any great degree of perfection 
until middle life. 



HEALTHY CHILD-GROWTH 5 I 



HOW TO PROMOTE HEALTHY CHILD- 
GROWTH. 

Enough has been said to show that each child 
must have special study. The method of grading 
in some places is often more in accordance with 
age and size than personal endowments. Pupils 
of a certain age are put into certain classes, 
whether they are fitted to be there or not, and 
kept there until they can pass the examinations. 
This is not according to the teaching of psychology. 
We must recognize in each child its own individu- 
ality. 

1. The first thing, then, to do is to study the needs 
of each individual child, and afterward classify the 
school in accordance with the decisions arrived at. 
Some children need a great deal of out-door exer- 
cise. Let them have it. Nature is the best 
teacher. If we follow the indications of Nature 
we shall not go very far out of the way. It would 
be cruel to require a demure, sad, delicate child, 
who is naturally reflective and fond of reading and 
writing, to remain in a warm room, and push her 
on in her studies so that she may shine in the 
school as a brilliant scholar. Before she is a 
young woman she may injure her health if not 
hopelessly, yet in after-life she may become a ner- 



52 TEMPERAMENT IN EDUCATION. 

vous wreck. The brilliant morning may close in a 
cloudy afternoon. On the other hand, the active, 
healthy, vigorous child, who is running and 
romping with all his might out-of-doors, and 
whose whole life is bound up in fun and frolic, will 
bear as much in-door work as it is possible to give 
him. There must be great flexibility if we expect 
our children to become strong and healthy in after- 
life. 

2. The development of the mind of the child 
must be determined. In some, the reflective fac- 
ulties develop quite early; in others, quite late. 
Some are very imaginative, and love poetry; others 
are not at all imaginative, and cannot bear to read 
poetry. Some children develop a mathematical 
faculty, and delight in arithmetic, and can very 
soon study the elements of geometry and algebra. 
Others are almost dunces in mathematics. In 
older times it was supposed that a child should be 
made to study that which he most disliked, in 
order to promote his equable development. For 
example, if his memory was poor, his memory 
should be trained directly. This is wrong. The 
training of the mind must proceed along the lines 
of the greatest activities, not along the lines of 
the least activities. Let us see what this means. 
If a child delights to read and write, but has a 
poor technical memory, let that child read and 
write to her heart's content. Let the memory alone, 
but give exercises in reproducing what is read or 
written, also in comparison and association, The 



HEALTHY CHILD-GROWTH. 53 

memory will be thus trained without giving words 
and dates to be committed to memory. Much is 
said now concerning the training of the retentive 
faculty, and the best conclusion of those who have 
studied the matter is that memory is strong in 
proportion as the observation, association, and 
imagination are strong. Careful habits of obser- 
vation and the forming of habits of associating 
similar things will always strengthen the memory. 
In no other way can this work be accomplished. 

Then wisdom shows us that we should give such 
children as have poor memories a great deal of ob- 
servation work and association work, and it will be 
seen very soon that the memory will assert its 
power. For example, if a child dislikes to memo- 
rize dates in history, at first, give no dates in history 
for the child to remember. But what shall we do ? 
Take this course : Tell a story to-day, to-morrow 
tell another one; let it follow in the order of time 
after the preceding one; the next day tell another 
one — let this follow in the order of time. 'Now 
after several stories are told and reproduced, ask 
which one came first, which second, which third. 
Now, what relation has the second to the third, 
and so on. After the order of relationship has 
been established, then the date can come in; but 
not until this order of relationship has been es- 
tablished should the date be given. If this course 
be pursued, children will have no difficulty in re- 
membering dates and names also. The reason 
that some children do not like number is because 



54 TEMPERAMENT IN EDUCATION. 

the faculty of relation is not developed; the child 
puzzles over his examples in arithmetic because he 
does not see the relation between their parts. He 
reads, " A man bought a piece of ground for $500, 
and sold half of it for $300, and one fourth of the 
remainder for $200. What did he make by the 
transaction ?" Many children are entirely unable 
to solve such an example as this — not because it 
is difficult, but because the relations between the 
parts are not clearly seen. Do not urge children 
on in mathematics faster than they can under- 
stand; but urge them on as fast as possible in 
the direction they like to go, and every month re- 
classify the school in reference to attainments. 
Very much more could be said under this head, 
but enough has been written to show in what di- 
rections children should receive impulses, and in 
what directions they should not. 

3. Again, healthy growth is natural growth, and 
in accordance with natural activities. Do not force 
in unnatural directions. Gnarly, misshapen, 
ugly results will be sure to appear. Watch the 
trees, watch the growing plants in the spring; 
study the farmer as he cultivates his corn and 
potatoes, and imagine that the vegetables are 
children, and as nearly as possible imitate Nature. 
Follow Nature, and you will not be very far out of 
the way. 



TEMPERAMENTAL DIFFERENCES. 55 



CONCERNING TEMPERAMENTAL 
DIFFERENCES. 

Much can be said concerning this subject, but 
we have only space to condense a few thoughts 
that thinking teachers can easily make use of. 
Much that is said here can also be found in "Mind 
Studies for Young Teachers." 

1. Determine the temperaments of your pupils. 
This means their physical characteristics and men- 
tal peculiarities. 

2. Give more exercise and stimulus to the lym- 
phatic and logy ones than to the nervous. 

3. Do not put two pupils of the same tempera- 
ment in the same seat. 

4. Speak quietly and gently to the nervous 
child, and by no means point out publicly her mis- 
takes. The lymphatic boy or girl needs a little 
more vigorous treatment. It should be kind, but 
it can be energetic. 

5. Eem ember that nervous children do many 
things from impulse. This should be remem- 
bered in dealing with them. If a nervous child 
becomes angry and stubborn, let her alone. She 
will come to her senses, and a quiet, kind remark 
will bring everything around in a short time. 



56 TEMPERAMENT IN EDUCATION. 

6. The nervous child needs direction. Many 
young teachers are very much afraid of saying no. 
It depends altogether in what spirit this littel 
word is uttered. It may be spoken in such a way 
as to rouse all the malignant passions of the soul, 
or it may be uttered in such a manner as to arouse 
the tenderest sympathies. Nervous children need 
government; but be careful that this government 
is full of kindness and love, and yet full of inflexi- 
bility, quiet determination, and courage. 

7. A nervous-sanguine child will bear a great 
deal of firm government. Don't be afraid to say 
quietly, but firmly and kindly, "No." Tears will 
flow ; angry, hasty words very likely be uttered; 
but don't mind: keep cool, collected, and firm; 
say little, and that little kindly, in a quieting tone 
of voice. The shower will pass, and with the tear- 
drop on the cheek the penitent regret will follow. 

*8. If the bilious temperament is mixed with a 
little lymphatic and a little nervous, there will 
often be difficulty of a serious nature. Outbursts 
of passion will not pleasantly pass away, but 
there will be sulkiness, moroseness, backbiting, and 
a disposition to stir up mischief. This needs care- 
ful treatment. The best way to treat such cases 
as this is: (1) ask the doing of a favor; (2) show con- 
fidence by assigning some special work where it is 
possible ; (3) talk alone, and in a natural but de- 
cided tone of voice awaken the conscience; (4) be 
unyielding in action, but use great care how you 



TEMPERAMENTAL DIFFERENCES. $? 

threaten or promise, or seem anxious to obtain 
personal favor; (5) if you have been wrong, say so 
in a manly manner, but not in a craven spirit; (6) 
keep the reins as in driving horses — in your own 
hands ; (7) ask a skilful horse-trainer how he deals 
with a balky horse, and apply his wisdom to the 
child. 

9. Because a lymphatic child is apparently stub- 
born, be careful that you do not mistake his mo- 
tive. A nervous teacher trying to move a lym- 
phatic boy to action by more nervousness is a 
ridiculous sight. The immobility of the one is 
only matched by the impatience of the other. 

10. The temperaments most injured by injudi- 
cious teachers are the bilious and nervous. The 
sanguine and lymphatic will stand uninjured a 
great amount of abuse. 

Many a bilious boy has been sent to the State's 
prison, if not to the gallows, by ignorant teachers. 

General Notes. — 1. Be certain you understand 
your child before you punish. 

2. Be also certain the child understands you be- 
fore you blame him. 

3. General complaining remarks before the 
school are always out of place. No two pupils 
hear them alike. 

4. The child of slow comprehension, sluggish 
movements, may in the long-run come out ahead. 

5. The least hopeful temperament is the pure 



58 TEMPERAMENT IN EDUCATION. 

bilious-lymphatic, when it has been subjected to 
wrong influences at home or in the street. 

6. The most hopeful temperament is the ner- 
yous-lymphatic, when it has been properly trained 
at home or by associates. 

7. Only by degrees can permanent changes be 
effected in temperament. Be patient, tut eternal- 
ly persistent* 



WHAT WILL INSURE 

A Teacher's Success, 



AND BRING 



Good Pay and a Permanent Place, 



Motive is the power that drives life's work. 
Unless the motive is strong the motion will be 
slight. The teacher who does not expect to con- 
tinue the work of instruction for any length of 
time has not sufficient motive to lead her to become 
thoroughly prepared in all branches of what she 
has undertaken. She is continually saying, "I 
may not teach another year," or " I may : it de- 
pends upon circumstances ; at least I am certain 
that I shall not continue in the work for many 
years; and why should I trouble myself about bet- 
ter preparation, since the effort I put forth will 
bring me neither more money nor greater popu- 
larity ?" But the teacher who has risked everything 
is like the man who has expended all his money in 
buying a ship and freighting it with a cargo to a 
foreign land. He must succeed. If he does not 
he is ruined. The risk he has taken is too great 
to permit any carelessness. He employs the best 
help, he devotes himself with the greatest degree 

Note.— The pages which follow on this subject are intended for 
those who are expecting to become life long teachers. 

59 



60 WHAT WILL INSURE 

of earnestness towards making his voyage profita- 
ble. The probability is that such a man will suc- 
ceed. Whole-heartedness is essential to success, 
but the teacher cannot be whole-hearted who has 
undertaken the work of teaching school as a step- 
ping stone to something else. The young man who 
is expecting to become a minister, and teaches 
school to get money to help him prepare for his 
chosen profession, never attains any great degree of 
true success. His mind is beyond, not here. His 
reading is in the line of his life-work, not that of 
his temporary occupation. Now we come to our 
first head. 

Those who become successful in teaching have 
an uquenchable desire to become successful. — This 
thought fills their minds day and night. They are 
continually asking for the means of attaining the 
highest success. Whenever a new book is opened 
they think, " Can I find anything here that will 
assist me ?" Every educational paper is read with 
this thought uppermost in the mind. The biog- 
raphies of successful men have to them this object 
distinctly in view. Sermons are turned to good 
account. Every public address for the year is used 
as a sponge from which to squeeze something nour- 
ishing to them. No one who has not this desire 
constantly in the mind will attain success. 

A determination to use all possible efforts to 
become successful, is a second point. A great 
many people have desires, but they are too indolent 
to put forth the effort to attain their desires. 



A TEACHER'S SUCCESS. 6 1 

Thousands of men die poor, who had an earnest 
desire all their lives to become rich, but never had 
energy enough to make more than barely enough 
to supply the necessaries of life. No rich man 
ever held out his hands and received money from 
the heavens. He planned and worked with a down- 
right earnest effort and persistent determination to 
reach the object of his desires. Napoleon was not 
a very good man, but he was a very determined 
one, and he had a mighty intellect to guide him in 
attaining the object of his choice. G eneral Grant's 
will is known, and his maxim, " I will fight it out 
on this line if it takes all summer," indicates his 
inflexible determination, or as the papers call it 
" doggedness" of his mind. The teacher who adds 
to a sincere desire to become successful, the deter- 
mination that leads her to say, ' ' I tvill become suc- 
cessful," will put forth all possible efforts to attain 
her object, and it needs no prophet, or the son of a 
prophet, to predict that such an one will reach the 
end of her ambition. 

All of this is but preliminary to the object for 
which this article was prepared. The subject of 
the greatest importance to be considered by all 
teachers is : — 

What will make my teaching a success? 
Knowing ivhat true success is. The savage is fre- 
quently successful up to the light he has, but his 
standard is very low, yet it is all the standard he 
knows anything about. Our ideals rule our char- 
acters. A person having no knowledge of what a 



62 WHAT WILL INSURE 

good school is cannot by any means teach a good 
school, even though he might be ever so successful 
and diligent. For example, some teachers think 
that the highest success in teaching consists in 
keeping the pupils quiet. They are frequently re- 
peating the common maxim, " Order is heaven's 
first law," but they have no true idea of what order 
is. They require their pupils to sit still with 
folded hands and fixed gaze, whenever they are not 
studying their lessons. Military precision is to 
them the perfection of order, whereas it may be, 
and frequently is, the very perfection of disorder. 
The true ideal of tvhat successful teaching is 
can only he obtained by knowing something about 
the capacity of the child, his heavenly origin and 
his immortal destiny. The teacher who treats a 
child as a receptacle to be filled with a certain 
amount of knowledge has no more idea of the des- 
tiny of a human being than he whose business it is 
to fill quart bowls or forty-gallon barrels. The im- 
mortal Pestalozzi said that ' c The number of facts 
a pupil learns is by no means the measure of his 
success." Like all other general statements, this is 
both true and false, for the number of facts a pu- 
pil learns by his own efforts, has a great deal to do 
with the measure of his success. On the other 
hand, the number of words a pupil commits to 
memory, without understanding what those words 
mean, is not only no measure of the pupil's success, 
but an obstacle standing in the way of his success. 
A teacher ignorant of what teaching is requires 



A TEACHER'S SUCCESS. 63 

her pupils to commit to memory the dates of his- 
tory. They become very successful doing this 
work, but they have no knowledge of the relation 
of facts connected with these dates, only they know 
when certain events occurred, and on examination 
they are able to give a great number of them cor- 
rectly. The people applaud the child, and the 
teacher receives great praise. But she does not de- 
serve it. On the other hand, she deserves great 
condemnation. She has done an irreparable injury 
to her pupils, for every sentence committed to 
memory without thoroughly understanding what 
the words mean will remain as an obstacle in the 
mind of the child during all of its life, hindering 
both the reception of knowledge and its useful ap- 
plication. Too much cannot be said on this sub- 
ject. 

In order to become a good teacher good boohs on 
teaching must he read. Especially we commend 
for careful study Page's "Theory and Practice of 
Teaching," and Fitch's " Lectures on Teaching." 
Another excellent book, perhaps equal to these two 
and in some respects superior, is Payne's "Lectures 
on the Science and Art of Education." Bead these 
books carefully, and they will be of immense bene- 
fit. Another book that treats of character in gen- 
eral more than teaching in particular, is "Self- 
culture," by James Freeman Clarke. Some of the 
chapters in this work have never been equalled by 
any author in the English language. If one book 



64 WHAT WILL INSURE 

only can be obtained this would be the one, not 
only to read, but to study and apply. 

Again, success demands powers of quick and 
accurate observation. A great many "see men as 
trees walking ;" it is not to be supposed that such 
persons will ever know very much, for they have 
never seen very much. It is astonishing how 
little the average person sees that he thinks he 
sees, or knows what he thinks he knows. How 
few can tell how many legs a spider or common 
house-fly has, or whether a cat has more toes on its 
front than its hind feet ; and yet these people have 
seen spiders, flies and cats all their lives. Ask the 
average woman why a fish dies when it is taken 
out of the water, or why a man dies when he is 
under the water, and she cannot]tell. These points 
show the want of quick and accurate observation 
on the part of those who have good eyes and good 
ears and no defect in their organs of speech. The 
habit of mispronunciation of words is unfortunate, 
and comes, frequently, from carelessness. How 
many people persist in articulating the t in often, 
when, if they noticed, they would see that no 
person who speaks the language correctly pro- 
nounces this word in that way. And what is true 
of this word is true of a thousand other words. 
All great inventors have become such through the 
powers of seeing and thinking. Howe made a 
fortune by simply putting the eye of a needle near 
its point. Why had not some one thought of 
doing that before and thus invented the sewing 



A TEACHER'S SUCCESS. 65 

machine ? But nobody had, for nobody before 
Howe had ever thought it could be done, and jet 
when it was done, everybody said, "That's easy 
enough! Why didn't I think of that!" Yes, 
" Why didn't they think of it ?" Because they 
hadn't the mind. All of Edison's inventions have 
been made through the cultivation of his powers 
of seeing accurately and quickly and reasoning 
correctly. The stupid fool goes on straight to 
destruction, because he does not see that the road 
he is travelling in leads there ; the wise man just 
behind him looks up and sees plainly where the 
road is leading him, and he turns about and travels 
the other way — the foolish pass on and are punished. 
Pres. Hill, when a school committee man in Mas- 
sachusetts, used to examine pupils by putting five 
or six beans in his hand, quickly opening it and 
asking them to tell him at once how many there 
were. At first they could not tell, but soon they 
could count at sight up to ten or twelve. A certain 
very successful man trained himself to habits of 
quick and accurate observation so "thoroughly that, 
after standing before the large show window of a 
dry goods store for five minutes, he could go home 
and write an accurate description of everything 
that was displayed, and tell exactly their positions. 
He reached this excellence by gradual steps ; first 
by observing a few things and then a few more, 
and so on until his mind could grasp the almost 
numberless objects in the entire ivindow. A 
teacher of quick observation will notice the begin- 



66 WHAT WILL INSURE 

ning of trouble long before the pupils see it. It is 
easy to stop the beginnings, but, oh, how hard it 
is to stem the rushing tide at the end ! So we 
say that powers of quick and accurate observation 
are essential to teaching success. We have not 
space here to point out how these qualities may be 
obtained : friends must be consulted, books must 
be read in order to ascertain the means to reach 
this important end. But that they mtist be had 
before there is any great degree of school-room 
success must be obvious to any thinking mind. 

Again, there must be sympathy and heart kind- 
ness. This must be genuine ; deception in the 
school-room is easily detected ; children see very 
quickly through hypocrisy. It is a flimsy garment 
at best, and does not serve to cover up the hideous 
nakedness of evil in its original form. A teacher 
who has not a good heart and genuine sympathy 
for children would do well to stay out of the school- 
room. She may drive herself and her pupils 
through a round of duties day after day and term 
after term, but she will have trouble and diffi- 
culty and distress, and at last the consciousness 
if not the public verdict of failure. Many in- 
stances could be narrated of teachers who have 
not done their pupils much good on account of 
their want of sympathy. The young heart of 
childhood yearns for nothing so much as love ; it 
is full of impulse and affection, and When it finds 
affection in return, its sympathies go out in a full 
-end overflowing tide. Of course there are occa- 



A TEACHER'S SUCCESS. 6? 

sional exceptions, but the majority of children can 
easily be touched by a sympathetic look and the 
token of love. This is not gushing, for gushing is 
nothing but modified hypocrisy ; it is genuine 
sympathy — affection of the best and truest kind. 

A teacher who has no appreciation of the wants 
of childhood, its difficulties, trials, and discourage- 
ments, cannot do children little good. How often 
are children seen to cry for some minutes as though 
their hearts would break. Can we measure the 
woe and misery of that brief time ? To an older 
person the disappointments of a child seem very 
trivial. Most are disposed to laugh at the woes 
of a little child crying for a worthless toy. But 
consider how we appear to beings superior to us 
when we lament over the loss of baubles which to 
them are more worthless than the toy was to that 
child. They know too much to laugh at us, but 
while they pity our stupidity, they have a deep 
sympathy for us ; as should we have for the woes 
of our children. 

And then, the doing good hecause we Mice to do 
good } is a noble incentive. How different this is 
from doing good because we ought to do good. 
There is a wide difference between ought and like 
in these relations. One person drags herself 
through a round of duties, reading the Bible 
against her will, praying contrary to her wishes 
and inclinations, and going to church from a sense 
of duty and not for the love of it. She makes a 
poor miserable Christian at the best, but when the 



68 WHAT WILL INSURE 

heart is full of joy, when the page of the Bible is 
luminous with helpfulness and interest, and when 
all the means the church gives bring peace and 
comfort to the soul, then how beautiful are the 
gates of Zion and how happy are those who attend 
her joyous feasts ! So with such buoyant heart 
and glad exaltation should the teacher enter the 
school! Then will the work be a true success, 
even though it may be marred by many scholastic 
failures, and pedagogical sins ! 

A very important element entering into teaching 
success is sound reason, good judgment and self- 
control. There are thousands of people who say, 
" if my foresight was as good as my hindsight, I 
should have made a great success in this world." 
"What is the reason that the foresight is so poor ? 
It is a want of reason. Impulse has ruled them. 
People act on the spur on the moment ; they de- 
cide without thinking, conclude without judging 
and let their impulses run away them. It does 
not need a prophet to predict that such people will 
always be in hot water. They have not minds of 
their own. Now there are frequent times when a 
wise deliberation is the quickest way to decide a 
difficult question. There was once a surgeon in 
the French army who was called to the side of an 
officer who had received a serious wound. An im- 
portant artery was cut in two and his life blood 
was rapidly ebbing away. He waited for half a 
minute without doing anything. Those around him 
were violent in their denunciation of his dilatoriness. 



A TEACHER'S SUCCESS. 69 

A half minute is a long time when a man's life is 
trembling in the balance, and it seemed to the by- 
standers as though he had waited ten times as long 
as he did ; but at the end of the half minute he 
went right to work and before the second half min- 
ute had expired the blood was stopped, the opera- 
tion had been successfully performed, and the 
man's life was saved. After he was through, they 
asked him " What made you wait so long before 
you commenced to work, doctor ? " His answer is 
worthy a permanent record, i ' I took time to be 
certain that what I did was the right thing to do. 
I knew the man had a minute to live, and I deter- 
mined to take half that time in deciding what was 
the best course to take." Had he acted hastily the 
probability is that the officer would have died. 
Instances often occur in which deliberation is very 
necessary in order to save life. A child has fallen 
m the water and is on the point of drowning, or a 
child has been in the water so long that conscious- 
ness has departed, or a pupil is choking to death, 
or has cut an artery, or has fainted away, or is in a 
fit. Now calmness is necessary, self-possession is 
all-important, and a good judgment is needed in 
order that the right thing may be done. "When a 
person is in danger of dying for want of immediate 
help it does no good to run around like a chicken 
with its head off. We have known some people 
who in a case of danger would sit down and cry, 
wringing their hands, and saying, "0 dear! 
dear ! dear I" Such people are of very little ac^ 



yo WHAT WILL INSURE 

count when emergencies arise. Thousands of lives 
have been sacrificed, that could have been saved 
if a little calmness and judgment had been used. 
Nearly all the cases of difficulty in school govern- 
ment come from a want of deliberation. A teacher 
once waited a whole day before she said anything 
to a very wicked pupil concerning a flagrant breach 
of propriety. She took time to make up her mind 
what she ought to say and do, and then, when she 
acted, she was certain that she was doing and say- 
ing the right thing. So in instruction the way to 
decide what the best method of teaching is, is to take 
time to ascertain the facts in the case. Thousands 
of teachers simply follow their noses and do what 
others have done, without thinking and reasoning 
and judging. The result is they do wrong, get 
themselves in trouble, and are condemned by those' 
who are good judges. And yet we have known 
teachers who would insist, in spite of the deter- 
mination of those whose opinions ought to be re- 
spected, to go right on year after year doing as 
they have been accustomed to do before. It is a 
singular fact in human nature that people with lit- 
tle reason and poor judgment and poor self-con- 
trol are generally very stubborn. This is a fact in 
human experience that can be verified by every one 
who will take the trouble to observe the various 
phases of human nature. 

Now we come to more specific directions in ref- 
erence to teaching success ; what has gone before 
has been general^ now we come to special ways for 



A TEACHER'S SUCCESS. *J\ 

teachers who desire to become successful and re- 
ceive good pay and permanent places. 

First, there must be good ideals. We never rise 
above our ideals. A savage is satisfied with his 
tepe, a Hottentot with his hut, and a Chinaman 
with his crowded and contracted house. In order 
to note what good teaching and what a school is, 
good schools must be visited and good teachers 
must be known. It is worth all it costs to observe 
good teaching and good schools for several weeks, 
even though such observation would require a 
journey across the State or even across a continent. 
We learn by seeing and doing far more than by 
reading and meditating. There must be in tho 
mind of the teacher an intense dissatisfaction. 
This will lead to an effort towards better things. 
The country teacher who is perfectly satisfied with 
her barn of a school-house, its miserable surround- 
ings, its unshaded and slovenly grounds, its incon- 
venient and rickety desks and the dirt and squalor 
of her children, will not attempt to get anything 
better. 

It seems very ungracious to urge teachers to be- 
come dissatisfied with themselves, but there is a 
great deal of wisdom in this counsel. An intense 
longing to do better is a mighty power contribut- 
ing to better doing. The parents in most of our 
small village and district schools have a very low 
ideals concerning what good teaching is, and teach- 
ers in these places are very apt to be satisfied when 
they please their patrons. Now it is safe to say 



72 WHAT WILL INSURE 

that those teachers who attempt no more than to 
please uneducated and ignorant fathers and 
mothers will never rise in the work of teaching. 
They will always receive poor salaries and never be 
certain of one place any great length of time. 
When any young man or young women is consid- 
ered fit to teach school, all the young men and the 
young women in the surrounding country are con- 
tinually crowding each other to the wall. But if 
the conviction is in the mind of the people that the 
teacher must be educated before she can teach 
school, then only educated teachers will be chosen 
for teaching positions. 

Among the means of attaining success within 
the reach of those who cannot go through a 
thorough course of study and graduate at a first- 
class State Normal School are, Teachers' Associa- 
tions, Teachers' Institutes, and Summer Schools. 

1. Teachers' Associations. These are often very 
good. Sometimes they are not, but usually a 
teacher will gain much good by attending them. 
Contact with superior teachers is an excellent 
thing. The listening to discussions and the hear- 
ing of thoughtful papers are uplifting, but we 
should earnestly advise all those teachers who are 
anxious to attain success, to take active parts in 
these associations. Those who do not, but quietly 
listen and then go away without saying anything 
or doing anything, will ordinarily get little good. 
The effort required in the preparation of a paper 
to be read before an association of teachers is a 



A TEACHER'S SUCCESS. 73 

mighty force. Suppose the subject assigned is 
"Best Methods of Teaching Geography." The 
one preparing the essay should buy all the books 
within her means on this subject, such as King's, 
Parker's, Frye's, Geikie's and others. She should 
read these books with great care, then she should 
visit the best school within her reach, and notice 
the methods used there. If she wished to go still 
deeper in the subject, she would read Guyot's 
"Earth and Man," and Bitter's " Geographical 
Studies." She should also become thoroughly 
familiar with the methods of teaching loth physi- 
cal and political, astronomical and mathematical 
geography. Now it is safe to say that after one 
had thus prepared herself for six months, she 
would present before an association a paper of 
great value. The difficulty with teachers' associa- 
tions frequently is that there is not sufficient effort 
put forth in the preparation of the articles; but 
valuable papers, such as we have described, are be- 
coming more and more common, and more and 
more are teachers' associations becoming helpful to 
those who have an earnest desire to be helped. 

2. Teachers' Institutes. These are now common 
in all the counties of our country, and many of them 
are excellent, although some are very poor. The 
State of New York, for example, employs a num- 
ber of experienced teachers to go from county to 
county and instruct the teachers in the best 
methods of teaching. Of course some things are 
said and done that are not very uplifting, but with 



74 WHAT WILL INSURE 

few exceptions the teacher that attends a county 
institute for a week with a sincere desire to get 
good will not fail to receive great good. Teachers' 
institutes are short normal schools where classes 
are often taught in the presence of the teachers. 
Do not be afraid at an institute to asks questions. 
Seek the acquaintance of the conductors for the 
purpose of receiving from them all the good you 
can. Friendships are formed at associations and 
institutes that are frequently of great use in secur- 
ing better places. If a teacher is really doing good 
work the world should know it. It is only by 
becoming acquainted with those who have wide 
knowledge of men and things that a good teacher 
is discovered and taken out from her humble sur- 
roundings and given larger pay and a more perma- 
nent place. Institute conductors are always on 
the lookout for the best teachers. No persons are 
more frequently consulted than they in reference 
to the qualifications of their pupils. So in many 
ways the County Institute can be made a powerful 
means for promoting teaching success. Those who 
use it for the purpose of social advantages, or as a 
week of recreation, lose a great deal of good that 
otherwise might be obtained. 

Third, Summer Schools. These are of recent 
origin, but evidently have become a permanent 
part of our educational work. In these schools 
the teacher can mingle pleasure with profit. 
There are no more delightful places in the country 
than Asbury Park, Saratoga Springs, Martha's 



A TEACHER'S SUCCESS. 75 



Vineyard, Glens Falls, Lake Minnetonka, Minn, 
and Madison, Wis. At all these places summer 
schools are established, and the cost of tuition and 
board is reduced to the lowest possible amount. 
These schools are more profitable than teachers' 
institutes, for they continue longer, and thus give 
an opportunity for the members to systematize and 
extend their work more thoroughly. We would 
earnestly advise all teachers who are aiming at suc- 
cess and who cannot stop the work of teaching to at- 
tend a normal school, to make arrangements to at- 
tend a summer school. In some respects, we be- 
lieve, they are the best normal schools in the 
country. Earnest teachers are met there who have 
devoted their lives to teaching and are eager for 
information and improvement. The teachers of 
these schools are selected with great care, and al- 
most without exception are men and women of 
superior abilities. Here the opportunity is given 
to become more thoroughly prepared in the sub- 
ject matter of the branches taught, especially at 
Martha's Vineyard in the various departments of 
natural science. 

The Power of a Living Teacher. In studying any 
subject, as botany, zoology, chemistry or physics, 
a teacher is a great help; no book can take the place 
of a living instructor. The analyzing of a plant 
with a capable botanist gives more of education and 
help than the solitary study of botany for a long 
time ; in fact nothing can be placed before the in- 
spiration and helpfulness of contact with a success- 



?6 WHAT WILL INSURE 

f ul teacher, both in learning the natural sciences 
and the modern languages. Probably the best 
summer school for the study of the languages is at 
Amherst College, Mass. 

Before visiting other schools, attending an insti- 
tute or becoming a member of a summer school, 
one thing is very necessary. This is a knowledge 
of what is desired to he learned. Many teachers 
go to institutes and summer schools and fail of 
getting any benefit from them because they at- 
tempt to do too much. They think, " I have but 
little time and little money, and I must get every- 
thing I can — nothing must be omitted." So they 
attend every class, hear every lecture, get up early 
in the morning, sit up late at night, and in the end 
are wearied, tired, confused and discouraged. 
True improvement is a plant of slow growth. No 
one on the spur of the moment can become very 
much better than he is, but he can gradually im- 
prove, and so in the course of a year or two make 
substantial progress. But personal improvement 
leading to success must be attained by judicious 
ivork of the proper kind, at the proper times. 
This is very important counsel, which those who 
are aiming at success would do well to read over 
several times. 

In order to find out what you need, learn all that 
you can before you attend an institute or a sum- 
mer school. This can be done by reading the 
right kind of educational literature. A few books 
are extremely important, and should be thoroughly 



A TEACHER'S SUCCESS. 77 

studied. Next to Page's "Theory and Practice of 
Teaching " there is not a better book in the Eng- 
lish language than Parker's "Talks on Teaching." 
Following this, read Fitch's "Art of Questioning," 
" Art of Securing and Retaining Attention/' and 
" Improvement in the Art of Teaching/' " Kel- 
logg's " School Management/' Calkins' " Eye and 
Voice Training," Dewey's "How to teach Manners 
in the School-room," Seeley's G-rube's "Method in 
Teaching Arithmetic," and Woodhull's "Simple 
Experiments for the School-room." These books 
will give to the inquiring teacher a large number 
of most valuable suggestions which will be a great 
help in attaining true success. They should be 
studied, not skimmed over, — read carefully, and 
not hurriedly glanced at. Those who attend 
institutes and summer schools will find many of 
the suggestions given by instructors in these 
schools modifications of those found in these books ; 
whatever of good in addition is obtained will be so 
much gain, and thus so much more valuable stock 
in trade. 

1. Apparatus. Why should not a teacher have 
a good " kit " as well as the brick-layer or carpen- 
ter? Whenever a master builder attempts to con- 
struct a house, he brings with him not only his 
workmen but his tools. Why should not a teacher 
as well have a quantity of " tools " with which to 
work? These would be of inestimable value. 
After a few years they would increase at very 
slight expense, and yet in the aggregate, become 



7$ WHAT WILL INSURE 

extremely valuable. For example, a little skill 
will enable almost any teacher to make raised maps 
of each of the five continents in plaster of Paris, 
coloring them properly and mounting them in 
such a manner as to be the least liable to harm 
from usage. These in the school-room could be 
models from which the pupils could construct 
others in putty or sand. Again, with a little ex- 
pense large pictures of notable persons could be 
cut from the illustrated newspapers, also illustra- 
tions of events and scenes in various parts of the 
world. These could be pasted on a chart, neatly 
bound and hung, when needed, in the school-room. 
Do not keep these charts in the presence of the 
pupils all the time; they will lose their interest in 
them if you do. Use them only when needed — 
and the day before state that to-morrow you will 
show them such and such pictures or things. The 
interest of the pupils will be excited, their expecta- 
tion will be aroused into healthy activity. All of 
these excitements to the mind will assist in fixing 
what may be said. We have known many teachers 
who have collected a large number of illustrations 
which have been of very great use in language 
work, as well as illustrations of general talks before 
the school, and we know that these teachers have 
attained a very much greater degree of success by 
the use of such aids than they possibly could with- 
out them. The extent to which charts of this 
nature could be provided is only limited by the 



A TEACHER'S SUCCESS. JQ 

number of illustrated papers the teacher is able to 
buy. 

2. There are many kindergarten helps that can 
be made of great use in primary and intermedi- 
ate departments : Blocks, sticks, different colored 
worsteds, bits of colored paper, several pairs of 
scissors, a small portable table. For about fifteen 
dollars a teacher could provide herself with all of 
the esentials of the kindergarten apparatus, and 
most of it could be made use of in the higher de- 
partments. 

Again: 3. Collections can be made of interesting 
objects about which talks could be given. Differ- 
ent kinds of seeds, nuts, grains, materials for food, 
woods, foreign drugs, both liquid and solid, and 
simple minerals as well as rocks and common 
stones. These should be placed in small boxes, 
carefully labelled and arranged so that they can be 
obtained at a moment's notice. Every collection 
is worthless unless the collector knows at once 
where to find each individual specimen. In the 
one department of seeds there is an opportunity of 
arranging a very large number; then there could 
also be among them dried specimens of insects and 
preserved animals in small bottles of liquor. The 
extent to which this work could be carried is prac- 
tically unlimited. We know that the ordinary 
teacher would not be able to spend a very large 
sum each year, but a great deal of money is not 
needed. Very valuable specimens of various 
kinds can be obtained in almost every school dis- 



%0 WHAT WILL INSURE 

trict in this land. Those living on the sea shore 
could arrange to exchange specimens with teachers 
living in the mountainous districts, and thus each 
part of the country be provided with that which 
would be especially interesting, strange and use- 
ful. 

Again : 4. By a little skill and effort very valuable 
maps can be made and mounted ; in fact, maps 
more, valuable than could be purchased. If 
teachers would make but one such map each term, 
in the course of a few years the collection would 
be of great use. Especially should the teacher 
make a careful and correct map of the district in 
which she teaches. This should be on a large scale, 
and pupils should be instructed to copy it and talk 
about it, pointing out the objects found in its vari- 
ous parts. This will do almost more than any- 
thing else to get into the minds of pupils the true 
geographical conception of the world, an idea 
which comparatively few pupils, after the old 
method of teaching geography, ever receive. If 
we cannot see in the mind's eye that which we are 
accustomed to see with the external eye, how can 
we see in the mind's eye that which we cannot see 
with the external eye ? Unless the pupils in geog- 
raphy have a vivid conception in the mind of the 
appearance of the country as it really is, they are 
not studying geography, but words, facts, dates. 
The drawing of a map be the most senseless work 
a pupil can do, or it may be the very best work 
that he does. It depends upon whether the map 



A TEACHER'S SUCCESS. 8 1 

gives to his mind a clear, distinct view of the part 
of the world represented. 

5. Again, other aids the teacher can make great 
use of in the school-room are educational 
papeks. By all means take a weekly journal ; it 
is too long to wait a whole month for an educa- 
tional paper to come, and when it does come, it 
does not contain enough to satisfy the educational 
hunger of the teacher who is anxious for success. 
The teacher who cannot afford $2.50 Jora first- 
rate weekly educational journal like the School 
Journal, cannot afford to buy a new pair of shoes 
once a year. 

The weekly paper comes freighted with the most 
valuable material for the working teacher ; it may 
be perhaps but a single article, or, occasionally, 
there may be a single paragraph, and yet that 
article, or that paragraph, will help more than 
the money paid for the whole year's subscrip- 
tion. There are some teachers whose pay is small, 
and who do not expect to continue in the work 
of teaching but a short time, who will find a 
monthly paper valuable. To such we would com- 
mend the Teachers' Institute. It is full of 
hints that cannot fail to be of great assistance to 
teachers who have had but limited experience and 
opportunities. 

Other apparatus, like globes, electrical machines, 
air pumps, barometers, thermometers, etc., etc., can 
be obtained if the teacher's purse is long enough. 
The average school director is so little interested 



82 WHAT WILL WSURE 

in a knowledge of school needs that he will not be 
apt to buy necessary aids ; and the time has not 
come, in most district schools, for the people to an- 
ticipate the wants of teachers ; but we believe the 
time has come when it will pay for the teacher to 
use all energy within her power, and, for a few 
years, all the money she can spare, to provide her- 
self with all the necessary appliances for her work. 
6. Another means of attaining success is general 
informatioji. By this is meant a knowledge of 
persons, places, and things. Suppose something 
has been said in the school-room about Eome. It 
gives pupils a great deal of confidence to find that 
the teacher knows something about the " Eternal 
City," — perhaps some incident or some fact con- 
nected with its early history. A teacher should be 
thoroughly familiar with the political and religious 
questions of the day. The time has gone by in 
enlightened places when any one is persecuted for 
opinion's sake, and it is very well that it has. 
Every individual is allowed to express his belief 
on all subjects at proper times without danger 
from the state. It has been but a short time 
since this order of things commenced, for in 
older times it was considered a most improper 
thing for any person to form his own opinion. A 
teacher who has pronounced convictions on the 
great political questions of the clay, and on all 
proper occasions expresses them, will make a far 
letter teacher than one who is ignorant of these 
subjects. Supposing that during an evening's 



A TEACHER'S SUCCESS. 83 

conversation something should be said concerning 
Abraham Lincoln. How much it would add to the 
interest of the occasion or gathering to hear a good 
story told about Lincoln's early life or mature 
years. How much does it add confidence in the 
laborer to hear his employer give his commands in 
an intelligent manner. The one who has no 
opinion on politics or religion, or the one who has 
opinions, but is not willing to express them for 
fear of making somebody angry, will always fill a 
very subordinate place in the work of the world. 
It cannot be otherwise. The teacher who has gen- 
eral information is always ready, on a moment's 
notice, to say something to his pupils both inter- 
esting and profitable. All must concede this to be 
very important. How it adds to the interest of the 
history class for the teacher to narrate a story con- 
cerning some one about whom they have been 
studying. Like begets like. A dull teacher who 
plods on in the footsteps of his predecessors has 
little influence for good. 

In the foregoing pages much has been said of 
special value to the teacher as a teacher ; now we 
wish to say a few words, in conclusion, concerning 
the elements of success in the teacher as a citizen 
and member of society. 

1. Social. It is said that a teacher should never 
forget that she is a teacher, even in the family or 
social gathering. This is wrong advice. The 
native dignity and good sense of any one who has 
had charge of a school-room will indicate that pro- 



84 WHAT WILL INSURE 

priety and decorum should always be observed. In 
visiting parents, be careful about assuming a dicta- 
torial manner ; also, be careful about appearing to 
patronize parents. There was once a good minister, 
who said he always ingratiated himself into the 
affections of a mother by trotting the baby on his 
knee. It must be admitted that there are certain 
times when this would be proper ; but there are 
other times when this would be obviously improper. 
In visiting a family where fchere has been trouble 
with some member of it in the school, it is best to 
talk as little as possible about the difficulty, and as 
much as possible about other and more cheerful 
subjects. There was once a bad boy who was 
upheld in his waywardness by his parents, and the 
teacher determined that she would visit the family, 
and talk with them about their son. But an after- 
thought determined her to change her mind. She 
visited the family, and took tea with them, and 
talked very pleasantly about a dozen things ; but 
never said a word about their son. When she was 
gone, the father turned to the boy, and said : 
" John, she is a good woman ; I like her first-rate, 
and you must do nothing to annoy her. You have 
been a bad boy ; now be a good boy." When the 
boy found that he was not upheld by the parents, 
but that they had confidence in the teacher, he 
soon stopped his pranks, and became a good 
scholar. Now, if this teacher had disgraced the 
boy, she would soon have found herself in trouble. 
She pursued the wisest course, and teachers can 



A TEACHER'S SUCCESS. 85 

learn lessons from her example. Talk always fans 
the flame, and adds fuel to personal controversy. 
Most people talk too much, and teachers in a school 
frequently get themselves into great trouble by too 
free use of their tongues. 

In social gatherings, where parents and pupils 
mingle on an equality with the teacher, much can 
be done to strengthen the regard in which the 
teacher is held, by interesting exercises, games, 
plays, etc., that will be both attractive and bene- 
ficial. While the teacher should not waste her 
time in attending social gatherings, yet if she re- 
fuses to mingle with the people, she will lose a 
great deal of her influence over them. There are 
many objectionable games in some parts of our 
country that would soon be withdrawn if some 
sensible ones were introduced in their place. It is 
the want of knowledge that causes people to waste 
their time in frivolity, rather than the presence of 
depravity. In most schools of the country, the 
religious element is very strong, and the teacher 
will gain a great deal of power and influence by 
attending the church and taking part in the Sab- 
bath-school. Distinctive religious instruction is 
forbidden in the public schools in this country, 
ubt it is not forbidden in the church and Sabbath- 
school. Here the teacher can make herself felt as 
nowhere else. Hence, she can easily be a leader, 
and the foremost promoter of every good cause. 

2. A teacher's success is also very much promoted 
by introducing good reading %n the families of the 



86 WHAT WILL INSURE 

district. Papers of a low character get into a 
village because the people do not know the value 
of papers of a different sort. Some of the most 
interesting books at the present time are of a very 
high character. The tone of interesting stories 
has been growing better and better for the last ten 
years. There is no lack of excellent papers, which 
children will delight to read if they once get hold 
of them. Every district ought to have a circulating 
library, composed of the best books. Since stories 
are read more generally than any other class of 
literature, the best stories could be selected, one 
book serving for the whole neighborhood. The 
cost of a library, right up to the times, would be 
but little, and its value would be very great. Do 
not expect the children or the people to read a book 
because it is good. There is nothing in this world 
like interest. A volume of prosy old sermons 
would not bring much at a public auction ; but a 
volume of live, bright stories, discussing the things 
of to-day, would bring their full market value. 
The world is full of interesting books ; and when 
the people once get a taste of them, they will have 
as many of them as they can buy. 

3. Again, an element in the teacher's success is 
want of success. If you have failed, consider it 
your gain. You will only learn by experience ; 
but do not repeat the same mistake twice. If a 
failure has taught you a lesson, it is worth all that 
it costs. Some people go on year after year re- 
peating the mistakes of the past. Such never im- 



A TEACHER'S SUCCESS. 87 

prove ; but wise men learn by their mistakes, and 
thus, as they grow older, grow wiser and more suc- 
cessful. 

4. Work just as hard whether your pay is good or 
poor. Do not gauge the quality of your work, or 
the amount of your work, by the pay you receive. 
This is good advice — perhaps the best given on 
these pages. If you have undertaken to do a piece 
of work, do it to the very best of your ability, and 
not slight it because the amount of money you are 
to receive for it is less than you think you ought 
to get. 

5. Now, in the end, save some money ; if your 
salary is small, you can save a little ; but if it is good 
you should save considerable. It is an element of 
success for a teacher to feel that she has a little 
money on hand for a "rainy day," and that when 
her work ceases she will not be cast upon the 
charities of the world. A little saved, and well 
invested, often produces a great deal ; and then the 
habit of saving is one that will produce an excel- 
lent effect upon the mind and heart. A certain 
degree of independence is needed, in order to 
properly succeed ; and the feeling constantly in 
the mind, that we have no money at all, is apt to 
produce depression and a feeling of dependence 
which is not conducive to a great degree of success. 
Therefore, we say, save a little money each week, 
or each year, and you will find it the best invest- 
ment you ever made, whether you consider it in 
the light of its pecuniary advantage or its mental, 



SS WHAT WILL INSURE TEACHER'S SUCCESS. 

moral, and physical influence. Last, Love God 
and keep His Commandments. Be cheerful, 
take care of your health, but by all means guard 
your conscience. Eead the best books and the best 
papers, associate with the best people, and do not 
be discouraged at failures. 



EIGHTEENTH YEAR! 

HThe S chool J ournal 

■*• is published weekly at $2.50 a year. Amos M. Kel- 

logg and Jerome Allen, two teachers of life-long 
experience and progressive ideas, devote their whole 

jfr time to editing it. Established 18 years ago, it is to- 
day the best known and widest circulated educational 

.jl. weekly in the country. This reputation has been won 
strictly on its merits, as its subscribers know, and you 
will too (if not now a subscriber), if you send 6 cents 

wT for a sample copy. 

TENTH YEAR! 

The T eachers' I nstitute 

^ is published monthly at $1.25 a year; 12 large 44 page 
papers constitute a year (most other educational 

• monthlies publish but 9 or 10). It is edited by the 
same editors as the School Journal, and has, ever 
since it was started in 1878, been the most popular 
^ monthly educational published, circulating in every 
state — a national paper. This was because it was 
practical — little theory and much practice — crammed 
^ with it. Sample copy 10 cents. 

ELEVENTH YEAR! 

T reasure- T rove 

^ is a beautiful illustrated 36 page monthly, for the boys 
and girls. Price, $1.00 a year. We must refer you 
to our descriptive circular for particulars about this 

tAt charming paper, for we have not room here to tell you 
the half of its value. It is used by thousands of 
teachers as an aid to their school room work. 

"fc Sample, 10 cents. 

Eo L. KELLOGG &- CO., Educational Publishers, 

NEW YORK AND CHICAGO. 



SEND ALL ORDERS TO 

6 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 

Aliens Mind Studies for Young Teach- 

ers. By Jerome Allen, Ph.D., Associate Editor of the 
School Journal, Prof, of Pedagogy, Univ. of City of 
N. Y. 16mo, large, clear type, 128 pp. Cloth, 50 cents ; to 
teachers, 40 cents ; by mail, 5 cents extra. 

There are many teachers who 
know little about psychology, 
and who desire to be better in- 
formed concerning its princi- 
ples, especially its relation to the 
work of teaching. For the aid 
of such, this book has been pre- 
pared. But it is not a psychol- 
ogy — only an introduction to it, 
aiming to give some funda- 
mental principles, together with 
something concerning the phi- 
losophy of education. Its meth- 
od is subjective rather than ob- 
jective, leading the student to 
watch mental processes, and 
draw his own conclusions. It 
is written in language easy to 
be comprehended, and has many 
Jerome Allen, Ph.D., Associate Editor practical illustrations. It will 
of the Journal and Institute. aid the teacher in his daily work 
in dealing with mental facts and states. 

To most teachers psychology seems to be dry. This book shows 
how it may become the most interesting of all studies. It also 
shows how to begin the knowledge of self. " We cannot know 
in others what we do not first know in ourselves." This is the 
key-note of this book. Students of elementary psychology will 
appreciate this feature of "Mind Studies." 
ITS CONTENTS. 




CHAP. 

I. How to Study Mind. 
II. Some Facts in Mind Growth. 

III. Development. 

IV. Mind Incentives. 

V. A few Fundamental Principles 

Settled. 
VI. Temperaments. 
VII. Training of the Senses. 
VIII. Attention. 
IX. Perception. 
X. Abstraction. 

XI. Faculties used in Abstract 
Thinking. 



CHAP. 

XII. From the Subjective to the 
Conceptive. 

XIII. The Will. 

XIV. Diseases of the Will. 
XV. Kinds of Memory. 

XVI. The Sensibilities. 
XVII. Relation of the Sensibilities 

to the Will. 
XVIII. Training of the Sensibilities. 
XIX. Relation of the Sensibilities 

to Blorality. 
XX. The Imagination. 
XXI. Imagination in its Maturity. 
XXII. Education of the Moral Sense. 



SEND ALL ORDERS TO 

E. L. KELLOGG & CO., NEW YORK & CHICAGO. 7 

This remarkable little book has been adopted on its merits by the 
Maryland Stale Teachers' Reading Circle, 
Texas State Teachers' Reading Circle, 
New Jersey State Teachers' Reading Circle, 
Arkansas State Teachers' Reading Circle, 
California State Teachers' Reading Circle, 
and is in use in many Normal Institutes and Teachers' classes. 

FROM PROMINENT SUPTS. AND PRESS. 

Prof. John Swett, Prin. Girls' High 
School, San Francisco, Cal., author of 
" Methods of Teaching," says:— "Allow 
me to express my great satisfaction with 
your ' Mind. Studies.' It is a delightfully 
clear, concise and practical volume. I 
am reading from it to our normal depart- 
ment. You have had the courage to go 
right down to the hard common-sense of 
practical psychology." 

Edw. Brooks, late Prin. of the Millers- 
ville (Pa.) Normal School.—" This book 
will open the door to the grand temple of 
psychology." 

Pres. E. E. Southerland, Southern Ind. 
Normal College.—" I have adopted it for 
use in my school." 




Supt. A. P. Marble, Worcester, Mass. 
— "I wish it might be in the hands of 



every teacher. It seems to be boiled 
Prof. John Swett. down and digested." 

Texas School Journal.— " The author's style is clear and simple, the 
abstract nomenclature being entirely discarded." 

Rev. R. H. Quick, of England, author of " Educational Reformers," 
says:— "lam very much pleased with this book. It is full of suggestive 
thought." 

Hattie S. Myer, Sec'y Ark. State Reading Circle (on adopting it), says:— 
" We think it admirably adapted for our work." 

Edw. Danforth, late Deputy Supt. Schools, N. Y. State.—" Cannot fail 
to be of great practical value to all teachers who are ambitious to excel in 
their profession." 

Popular Educator.— " The teacher will find in it much information as 
well as incitement to thought." 

Jared Sanford, School Com., Mt. Vernon, N. Y.— " From all points of view 
it must prove of great worth to those who read it. To the earnest teacher 
in search of information concerning the principles of Psychology it is to be 
highly commended." 

Irwin Shepard, Pres. Normal School, Winona, Minn.— "I am much 
pleased with it. It certainly fills a want. Most teachers need a smaller, 
briefer, and more convenient Manual than has before been issued." 

S. G. Love, Supt. School, N, Y.— " I want to say of it that it is an excellent 
little book. Invaluable for building up the young teacher in that kind of 
knowledge indispensable to successful teaching to-day." 



K L. KELLOGG & CO., NEW YORK & CHICAGO. 9 

Brownings Educational Theories. 

By Oscab Browning, M.A., of King's College, Cambridge, 
Eng. No. 8 of Reading Circle Library Series. Cloth, 16nio, 
237 pp. Price, 50 cents; to teachers, 40 cents; by mail, 5 
cents extra. 

This work has been before the public some time, and for a 
general sketch of the History of Education it has no superior. 
Our edition contains several new features, making it specially 
valuable as a text-book for Normal Schools, Teachers' Classes, 
Reading Circles, Teachers' Institutes, etc. , as well as the student 
of education. These new features are: (1) Side-heads giving the 
subject of each paragraph; (2) each chapter is followed by an 
analysis; (3) a very full new index; (4) also an appendix on 
"Froebel," and the " American Common School." 

OUTLINE OF CONTENTS. 

I. Education among the Greeks — Music and Gymnastic Theo- 
ries of Plato and Aristotle; II. Roman Education— Oratory; III. 
Humanistic Education; IV. The Realists — Ratich and Comenius; 
V. The Naturalists — Rabelais and Montaigne; VI. English 
Humorists and Realists — Roger Ascham and John Milton; VII. 
Locke; VIII. Jesuits and Jansenists ; IX. Rousseau; X. Pes- 
talozzi; XI. Kant, Fichte, and Herbart; XII. The English Pub- 
lic- School ; XIII. Froebel ; XIV. The American Common 
School. 

PRESS NOTICES. 

Ed. Courant.— " This edition surpasses others in its adaptability to gen- 
eral use." 

Col. School Journal.—" Can be used as a text-book in the History of 
Education." 

Pa. Ed. News.—" A volume that can be used as a text-book on the His- 
tory of Education." 

School Education, Minn.—" Beginning with the Greeks, the author pre- 
sents a brief but clear outline of the leading educational theories down to 
the present time." 

Ed. Review, Can. — "A book like this, introducing the teacher to the great 
minds that have worked in the same field, cannot but be a powerful stimulus 
to him in his work." 



SEND ALL ORDERS TO 

10 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 

Calkins Ear and Voice Training by 

Means of Elementary Sounds of Language. By N. A. 
Calkins, Assistant Superintendent N. Y. City Schools ; 
author of "Primary Object Lessons," "Manual of Object 
Teaching," " Phonic Charts," etc. Cloth. 16mo, about 100 
pp. Price, 50 cents; to teachers, 40 cents; by mail, 5 cents extra. 
An idea of the character of this work may be had by the fol- 
lowing extracts from its Preface : 

" The common existence of abnormal sense perception among school 
children is a serious obstacle in teaching. This condition is most 

obvious in the defective perceptions 
of sounds and forms. It may be 
seen in the faulty articulations in 
speaking and reading ; in the ina- 
bility to distinguish musical sounds 
readily ; also in the common mis- 
takes made in hearing what is 
said. . . . 

"Careful observation and long 
experience lead to the conclusion 
that the most common defects in 
sound perceptions exist because of 
lack of proper training in childhood 
to develop this power of the mind 
into activity through the sense of 
hearing. It becomes, therefore, a 
matter of great importance in edu- 
cation, that in the training of chil- 
dren due attention shall be given to 
the development of ready and accu- 
rate perceptions of sounds. 

" How to give this training so as 
to secure the desired results is a 
subject that deserves the careful 
attention of parents and teachers. 
Much depends upon the manner of 
presenting the sounds of our language to pupils, whether or not the 
results shall be the development in sound-perceptions that will train 
the ear and voice to habits of distinctness and accuracy in speaking and 
reading. 

" The methods of teaching given in this book are the results of an 
extended experience under such varied conditions as may be found 
with pupils representing all nationalities, both of native and foreign 
born children. The plans described will enable teachers to lead their 
pupils to acquire ready and distinct perceptions through sense train- 
ing, and cause them to know the sounds of our language in a manner 
that will give practical aid in learning both the spoken and the written 
language. The simplicity and usefulness of the lessons need only to be 
known to be appreciated and used." 




Supt. N. A. Calkins. 



SENS) ALL ORDERS TO 

B. L. KELLOGG & CO., NEW TOBK & CHICAGO. 13 

Dewey's How to Teach Manners in the 

School-Eoom. By Mrs. Julia M. Dewey, Principal of the 
Normal School at Lowell, Mass., formerly Supt. of Schools 
at Hoosick Falls, N. Y. Cloth, 16mo, 104 pp. Price, 50 
cents; to teachers, 40 cents; by mail, 5 cents extra. 

Many teachers consider the manners of a pupil of little impor- 
tance so long as he is industrious. But the boys and girls are to 
be fathers and mothers; some of the boys will stand in places of 
importance as professional men, and they will carry the mark of 
ill-breeding all their lives. Manners can be taught in the school- 
room: they render the school-room more attractive; they banish 
tendencies to misbehavior. In this volume Mrs. Dewey has shown 
how manners can be taught. The method is to present some fact 
of deportment, and then lead the children to discuss its bearings; 
thus they learn why good manners are to be learned and practised. 
The printing and binding are exceedingly neat and attractive." 



CONTENTS. 

Table Manners— First Two Years. 

" " Second "' 

Lessons on Manners for Advanced 

Pupils. 
Manners in School. 
Personal Habits. 
Manners in Public. 
Table Manners. 
Manners in Society. 
Miscellaneous Items. 
Practical Training in Manners. 
Suggestive Stories, Fables, Anec- 
dotes, and Poems. 
Memory Gems. 



OUTLINE OF 

Introduction. 

General Directions. 

Special Directions to Teachers. 

Lessons on Manners for Youngest 
Pupils. 

Lessons on Manners — Second Two 

Years. 
Manners in School— First Two Years. 

" " Second " 

Manners at Home— First " 

" " Second " 

Manners in Public— First " 

" Second " 

Central School Journal.— "It furnishes illustrative lessons." 
Texas School Journal.—" They (the pupils) will carry the mark of in- 
breeding all their lives (unless taught otherwise)." 

Pacific Ed. Journal.—" Principles are enforced by anecdote and conver- 
sation." 
Teacher's Exponent.—" We believe such a book will be very welcome." 
National Educator.— "Common-sense suggestions." 
Ohio Ed. Monthly.—" Teachers would do well to get it." 
Nebraska Teacher.—" Many teachers consider manners of little im- 
portance, but some of the boys will stand in places of importance." 
School Educator.— "The spirit of the author is commendable." 
School Herald. — " These lessons are full of suggestions." 
Va. School Journal.— "Lessons furnished in a delightful style." 
Miss. Teacher.—" The best presentation we have seen." 
Ed. Courant. — " It is simple, straightforward, and plain." 
Iowa Normal Monthly.—" Practical and well-arranged lessons on man- 
ners." 

Progressive Educator.—" Will prove to be most helpful to the teacher 
who desires her pupils to be well-mannered." 



SEND all ORDERS TO 

B. L. KELLOGG & CO., NEW TORE & CHICAGO. 



15 



Froebel. Autobiography of 



Materials to Aid a Comprehension of the Works of the 

Founder of the Kindergarten. 16mo, large, clear type, 

128 pp. Cloth, 16mo, 50 cents; to teachers, 40 cents; by mail, 5 

cents extra. 

This little volume will be welcomed by all who want to get a good 

Idea of Froebel and the kindergarten. 

This volume contains besides the 
autobiography — 

1. Important dates connected with 
the kindergarten. 

2. Froebel and the kindergarten 
system of education by Joseph 
Payne. 

3. Froebel and his educational 
work. 

4. Froebel's educational views (a 
summary). 

In this volume the student of edu- 
cation will find materials for con- 
structing, in an intelligent manner, 
an estimate and comprehension of 
the kindergarten. The life of 
Froebel, mainly by his own hand, is 
very helpful. In this we see the 
working of his mind when a youth; 
he lets us see how he felt at being 
misunderstood, at being called a bad 
boy, and his pleasure when face to face with Nature. Gradually wc 
see there was crystallizing in him a comprehension of the means that 
would bring harmony and peace to the minds of young people. 

The analysis of the views of Froebel will be of great aid. We see 
that there was a deep philosophy in this plain German man ; he was 
studying out a plan by which the usually wasted years of young chil- 
dren could be made productive. The volume will be of great value not 
only to every kindergartner, but to all who wish to understand the 
philosophy of mental development. 

La. Journal of Education. — "An excellent little work." 
W. Va. School Journal.—" Will be of great value." 
Educational Courant, Ky. — " Ought to have a very extensive circulation 
among the teachers of the country." 

Educational Record, Can.—" Ought to be in the hands of every pro- 
fessional teacher." 

Western School Journal. — " Teachers will find in this a clear account of 
Froebel's life." 

School Education.— " Froebel tells his own story better than any com- 
mentator." 

Michigan Moderator.—" Will be of great value to all who wish to under- 
stand the philosophy of mental development." 




Freidrioh Froebel. 



SEND ALL ORDERS TO 

18 E. L. KELLOGG & CO., NEW YORK & CHICAGO. 



Hughes {Mistakes in Teaching . 

By James J. Hughes, Inspector of Schools, Toronto, Canada. 
Cloth, 16mo, 115 pp. Price, 50 cents; to teachers, 40 cents; 
by mail, 5 cents extra. 

Thousands of copies of the old 
edition have been sold. The new 
edition is worth double the old; 
the material has been increased, 
restated, and greatly improved. 
Two new and important Chapters 
have been added on "Mistakes in 
Aims," and "Mistakes in Moral 
Training." Mr. Hughes says in his 
preface: "In issuing a revised edi- 
tion of this book, it seems fitting to 
acknowledge gratefully the hearty 
appreciation that has been accorded 
it by American teachers. Kealiz- 
ing as I do that its very large sale 
indicates that it has been of service 
% to many of my fellow-teachers, I 
\ have recognized the duty of enlarg- 
ing and revising it so as to make it 
still more helpful in preventing 
of the common mistakes in teaching 
and training. " 

This is one of the six books recommended by the N. Y. State 
Department to teachers preparing for examination for State cer- 
tificates. 

CAUTION. 

Our new authorized copyright edition, entirely rewritten by 
the author, is the only one to buy. It is beautifully printed and 
handsomely bound. Get no other. 

CONTENTS OF OUR NEW EDITION. 

Chap. I. 7 Mistakes in Aim. 

Chap. II. 21 Mistakes in School Management. 

Chap. III. 24 Mistakes in Discipline. 

Chap. IV. 27 Mistakes in Method. 

Chap. V. 13 Mistakes in Moral Training. 

(j]Jp Chaps. I. and V. are entirely new. 




James L. Hughes, Inspector 
Schools, Toronto, Canada. 



LIBRARY OF CONGRESS 



021 762 513 



■■ 



.til. 



